How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students
How Socioeconomic Diversity In Schools Helps All Students
Research Shows Diverse Classrooms Improve Learning For Everyone
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Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\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/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","status":"publish","parent":0,"modified":1571642205,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/F4fgT0M4qao"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1158},"headData":{"title":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students | KQED","description":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","datePublished":"2019-10-21T07:13:53.000Z","dateModified":"2019-10-21T07:16:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54514 https://ww2.kqed.org/mindshift/?p=54514","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/21/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students/","disqusTitle":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","path":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\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/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\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>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20678","mindshift_21300","mindshift_20784","mindshift_21299","mindshift_651","mindshift_1040","mindshift_146","mindshift_20973","mindshift_392","mindshift_21298","mindshift_125"],"featImg":"mindshift_54530","label":"mindshift"},"mindshift_47765":{"type":"posts","id":"mindshift_47765","meta":{"index":"posts_1591205157","site":"mindshift","id":"47765","score":null,"sort":[1489671671000]},"guestAuthors":[],"slug":"how-socioeconomic-diversity-in-schools-helps-all-students","title":"How Socioeconomic Diversity In Schools Helps All Students","publishDate":1489671671,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Millions of poor, disadvantaged students are trapped in failing schools.\"\u003c/p>\n\u003cp>So said President Trump at the White House recently. It's a familiar lament across the political spectrum, so much so that you could almost give it its own acronym : PKTIFS (Poor Kids Trapped In Failing Schools).\u003c/p>\n\u003cp>Where there's no consensus, however, is on the proper remedy for PKTIFS.\u003c/p>\n\u003cp>The Obama administration's signature proposal was the School Improvement Grant. This was a $7 billion attempt to turn around struggling schools with some combination of replacing personnel, overhauling the curriculum, renewed teacher support and other practices.\u003c/p>\n\u003cp>It was one of the largest federal education grant programs ever created. There was just one problem. As a \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174012.pdf\">department-commissioned independent review \u003c/a>concluded just as Obama was leaving office, it didn't work. \"Overall, across all grades, we found ... no significant impacts on math or reading test scores, high school graduation, or college enrollment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>President Trump, and his education secretary, Betsy DeVos, are largely focused on the T for \"trapped\" part of the problem. They talk about creating escape routes, largely by expanding charter and voucher programs.\u003c/p>\n\u003cfigure id=\"attachment_47767\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-47767\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe\" alt=\"Richard Kahlenberg\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29-160x214.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Richard Kahlenberg \u003ccite>(Courtesy of Richard Kahlenberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richard Kahlenberg has spent decades stumping for a third way. His idea: Create public schools that are more integrated. He helped innovate the use of social and economic indicators to do that — instead of race and ethnicity, the use of which is prohibited by a 2007 Supreme Court decision.\u003c/p>\n\u003cp>His strategy could be summed up as: Give poor kids the opportunity to attend school with not-so-poor kids.\u003c/p>\n\u003cp>The organization where he's a senior fellow, the Century Foundation, keeps track of 100 districts and charter schools around the country that are currently trying various integration strategies. The foundation recently released\u003ca href=\"https://tcf.org/content/report/school-integration-practice-lessons-nine-districts/\"> a paper with nine case studies\u003c/a>: New York; Chicago; Dallas; Hartford and Stamford, Conn.; Jefferson County, Ky.; Eden Prairie, Minn.; Champaign, Ill.; and Cambridge, Mass.\u003c/p>\n\u003cp>[The integration strategy in Jefferson County is challenged by a new bill in the state legislature.]\u003c/p>\n\u003cp>Though it may seem quixotic, Kahlenberg says there's reason to be optimistic about integration policies. After all, we've tried everything else.\u003c/p>\n\u003cp>\"I was critical of [former Education Secretary Arne] Duncan when he proposed school turnaround and ignored segregation,\" Kahlenberg says. \"When they announced federal turnaround efforts, Duncan bragged about the fact that in Chicago, 'We had the same kids but we changed the adults.'\u003c/p>\n\u003cp>\"On one level I understand that,\" he continues. \"Even in segregated environments, there are positive things you can do for kids. Yet, it seemed to be taking off the table this really powerful tool that 50 years of research suggest can make a big difference in students' lives.\"\u003c/p>\n\u003cp>NPR Ed talked to Kahlenberg about this body of research. First, about the case for creating schools that are both economically and racially integrated, and second, on how to go about that.\u003c/p>\n\u003cp>\u003cstrong>What's the educational case for integration?\u003c/strong>\u003c/p>\n\u003cp>There are three reasons: the kids, the parents and the teachers.\u003c/p>\n\u003cp>Kids who have big dreams and are expecting to go on to college are less likely to cause disruption, cut classes and are more likely to be academically engaged.\u003c/p>\n\u003cp>On average, those peers are found more often in economically mixed than in high-poverty schools.\u003c/p>\n\u003cp>It's also an advantage to be in a classroom where your peers are high-achieving. For example, children of professionals have bigger vocabularies on average than low-income students, and that will rub off.\u003c/p>\n\u003cp>As for the parents, again, not attaching any blame, but middle-class parents are more likely to be PTA members and volunteer in class. That parental involvement benefits every child in a school.\u003c/p>\n\u003cp>And finally, the teachers deemed more effective are more likely to be found in economically mixed schools. That has to do with those first two factors. It's easier to teach in a school with fewer discipline issues and with parents who are there to help out.\u003c/p>\n\u003cp>\u003cstrong>OK, but what about the middle-class students? Is there evidence that it won't hurt them to attend a more diverse school?\u003c/strong>\u003c/p>\n\u003cp>Yes, the research shows that middle-class students tend to do as well academically in economically mixed schools. But more than that, there's \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">emerging research to suggest\u003c/a> that, indeed, middle-class students benefit from both economic and racial diversity. As we become a majority-minority nation, more millennial parents are recognizing that it's a skill to thrive in diverse environments, and employers are looking for people who can get along with individuals from all different backgrounds.\u003c/p>\n\u003cp>\u003cstrong>That said, most of the criteria we use to judge school performance, like test scores, are tightly correlated with class. How do you get parents who are privileged to choose an economically mixed school?\u003c/strong>\u003c/p>\n\u003cp>I think it's an exciting moment for magnet schools. When magnet schools offer different themes and pedagogical approaches, they're providing things that are popular with enough parents that it opens the door to the reality of school integration in a way that's politically palatable.\u003c/p>\n\u003cp>[DeVos spoke recently at the Magnet Schools of America conference, where she highlighted the role of magnet schools in reducing segregation. This \u003ca href=\"http://www.magnet.edu/files/documents/review-of-research-on-magnet-schools.pdf\">recent review of research\u003c/a> on magnet schools shows both positive and null results on academic performance, although most studies support higher graduation rates at magnet schools. When NPR Ed went looking for a school that had succeeded under the School Improvement Grant program, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/27/450903995/forcing-schools-to-hit-the-reset-button\">we profiled a magnet school\u003c/a>.]\u003c/p>\n\u003cp>\u003cstrong>In New York City, where I live, as your report notes, 77 percent of students live in poverty. How do you create economically mixed schools if there aren't enough middle-class kids to go around?\u003c/strong>\u003c/p>\n\u003cp>I worked with Chicago Public Schools on their socioeconomic integration plan. The district is 85 percent low-income. My recommendation was not to ensure that every school was 85 percent low-income, because high-poverty schools are bad for students. In Chicago what they've done is to begin with magnet and selective-enrollment schools. You want to create a virtuous cycle where people can see examples of success.\u003c/p>\n\u003cp>[According to the recent report, Chicago's selective enrollment or \"exam high schools\" are much more racially balanced than their counterparts in Boston and New York City. And in those Chicago schools students from all backgrounds are keeping up academically and graduating at very high rates.]\u003c/p>\n\u003cp>\u003cstrong>It almost sounds like a chemistry experiment — you have to control the conditions very carefully and titrate your mixture until it hits that tipping point.\u003c/strong>\u003c/p>\n\u003cp>The long-term aspiration is that, as you develop more socioeconomically integrated schools, that the overall demographics of the public school system could shift. We saw that in Cambridge: Over time, more middle-class and white people came back into the district, stopped using private schools and stopped moving away once their kids got to be a certain age.\u003c/p>\n\u003cp>\u003cstrong>How good are the chances of seeing more districts try integration in this policy climate?\u003c/strong>\u003c/p>\n\u003cp>Most of the focus around choice has been on charter schools, and I think now, maybe after an election that revealed these tremendous divisions by race, class and gender, there's an opportunity to harness the interest in choice for a program that will actually bring kids of different backgrounds together, and heal some of those divisions that we saw come out during the election.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now, at a programmatic level, there's lots of reasons for someone like me to be depressed, because DeVos and Trump haven't talked [much] about the benefits of school integration. But you can see lots of progress on the issue of school integration that isn't directed by the feds. ... So, rather than continuing to pound our heads against the wall in finding new ways to make separate but equal work, we could rediscover this other approach that actually is having really strong results.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Try+This+One+Trick+To+Improve+Student+Outcomes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Richard Kahlenberg of The Century Foundation argues that it's time to take a closer look at integration.","status":"publish","parent":0,"modified":1489671671,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1327},"headData":{"title":"How Socioeconomic Diversity In Schools Helps All Students | KQED","description":"Richard Kahlenberg of The Century Foundation argues that it's time to take a closer look at integration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Socioeconomic Diversity In Schools Helps All Students","datePublished":"2017-03-16T13:41:11.000Z","dateModified":"2017-03-16T13:41:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47765 https://ww2.kqed.org/mindshift/?p=47765","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/16/how-socioeconomic-diversity-in-schools-helps-all-students/","disqusTitle":"How Socioeconomic Diversity In Schools Helps All Students","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"515788673","nprApiLink":"http://api.npr.org/query?id=515788673&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/03/16/515788673/try-this-one-trick-to-improve-student-outcomes?ft=nprml&f=515788673","nprRetrievedStory":"1","nprPubDate":"Thu, 16 Mar 2017 08:00:00 -0400","nprStoryDate":"Thu, 16 Mar 2017 06:39:00 -0400","nprLastModifiedDate":"Thu, 16 Mar 2017 08:00:39 -0400","path":"/mindshift/47765/how-socioeconomic-diversity-in-schools-helps-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Millions of poor, disadvantaged students are trapped in failing schools.\"\u003c/p>\n\u003cp>So said President Trump at the White House recently. It's a familiar lament across the political spectrum, so much so that you could almost give it its own acronym : PKTIFS (Poor Kids Trapped In Failing Schools).\u003c/p>\n\u003cp>Where there's no consensus, however, is on the proper remedy for PKTIFS.\u003c/p>\n\u003cp>The Obama administration's signature proposal was the School Improvement Grant. This was a $7 billion attempt to turn around struggling schools with some combination of replacing personnel, overhauling the curriculum, renewed teacher support and other practices.\u003c/p>\n\u003cp>It was one of the largest federal education grant programs ever created. There was just one problem. As a \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174012.pdf\">department-commissioned independent review \u003c/a>concluded just as Obama was leaving office, it didn't work. \"Overall, across all grades, we found ... no significant impacts on math or reading test scores, high school graduation, or college enrollment.\"\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>President Trump, and his education secretary, Betsy DeVos, are largely focused on the T for \"trapped\" part of the problem. They talk about creating escape routes, largely by expanding charter and voucher programs.\u003c/p>\n\u003cfigure id=\"attachment_47767\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-47767\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe\" alt=\"Richard Kahlenberg\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29-160x214.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Richard Kahlenberg \u003ccite>(Courtesy of Richard Kahlenberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richard Kahlenberg has spent decades stumping for a third way. His idea: Create public schools that are more integrated. He helped innovate the use of social and economic indicators to do that — instead of race and ethnicity, the use of which is prohibited by a 2007 Supreme Court decision.\u003c/p>\n\u003cp>His strategy could be summed up as: Give poor kids the opportunity to attend school with not-so-poor kids.\u003c/p>\n\u003cp>The organization where he's a senior fellow, the Century Foundation, keeps track of 100 districts and charter schools around the country that are currently trying various integration strategies. The foundation recently released\u003ca href=\"https://tcf.org/content/report/school-integration-practice-lessons-nine-districts/\"> a paper with nine case studies\u003c/a>: New York; Chicago; Dallas; Hartford and Stamford, Conn.; Jefferson County, Ky.; Eden Prairie, Minn.; Champaign, Ill.; and Cambridge, Mass.\u003c/p>\n\u003cp>[The integration strategy in Jefferson County is challenged by a new bill in the state legislature.]\u003c/p>\n\u003cp>Though it may seem quixotic, Kahlenberg says there's reason to be optimistic about integration policies. After all, we've tried everything else.\u003c/p>\n\u003cp>\"I was critical of [former Education Secretary Arne] Duncan when he proposed school turnaround and ignored segregation,\" Kahlenberg says. \"When they announced federal turnaround efforts, Duncan bragged about the fact that in Chicago, 'We had the same kids but we changed the adults.'\u003c/p>\n\u003cp>\"On one level I understand that,\" he continues. \"Even in segregated environments, there are positive things you can do for kids. Yet, it seemed to be taking off the table this really powerful tool that 50 years of research suggest can make a big difference in students' lives.\"\u003c/p>\n\u003cp>NPR Ed talked to Kahlenberg about this body of research. First, about the case for creating schools that are both economically and racially integrated, and second, on how to go about that.\u003c/p>\n\u003cp>\u003cstrong>What's the educational case for integration?\u003c/strong>\u003c/p>\n\u003cp>There are three reasons: the kids, the parents and the teachers.\u003c/p>\n\u003cp>Kids who have big dreams and are expecting to go on to college are less likely to cause disruption, cut classes and are more likely to be academically engaged.\u003c/p>\n\u003cp>On average, those peers are found more often in economically mixed than in high-poverty schools.\u003c/p>\n\u003cp>It's also an advantage to be in a classroom where your peers are high-achieving. For example, children of professionals have bigger vocabularies on average than low-income students, and that will rub off.\u003c/p>\n\u003cp>As for the parents, again, not attaching any blame, but middle-class parents are more likely to be PTA members and volunteer in class. That parental involvement benefits every child in a school.\u003c/p>\n\u003cp>And finally, the teachers deemed more effective are more likely to be found in economically mixed schools. That has to do with those first two factors. It's easier to teach in a school with fewer discipline issues and with parents who are there to help out.\u003c/p>\n\u003cp>\u003cstrong>OK, but what about the middle-class students? Is there evidence that it won't hurt them to attend a more diverse school?\u003c/strong>\u003c/p>\n\u003cp>Yes, the research shows that middle-class students tend to do as well academically in economically mixed schools. But more than that, there's \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">emerging research to suggest\u003c/a> that, indeed, middle-class students benefit from both economic and racial diversity. As we become a majority-minority nation, more millennial parents are recognizing that it's a skill to thrive in diverse environments, and employers are looking for people who can get along with individuals from all different backgrounds.\u003c/p>\n\u003cp>\u003cstrong>That said, most of the criteria we use to judge school performance, like test scores, are tightly correlated with class. How do you get parents who are privileged to choose an economically mixed school?\u003c/strong>\u003c/p>\n\u003cp>I think it's an exciting moment for magnet schools. When magnet schools offer different themes and pedagogical approaches, they're providing things that are popular with enough parents that it opens the door to the reality of school integration in a way that's politically palatable.\u003c/p>\n\u003cp>[DeVos spoke recently at the Magnet Schools of America conference, where she highlighted the role of magnet schools in reducing segregation. This \u003ca href=\"http://www.magnet.edu/files/documents/review-of-research-on-magnet-schools.pdf\">recent review of research\u003c/a> on magnet schools shows both positive and null results on academic performance, although most studies support higher graduation rates at magnet schools. When NPR Ed went looking for a school that had succeeded under the School Improvement Grant program, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/27/450903995/forcing-schools-to-hit-the-reset-button\">we profiled a magnet school\u003c/a>.]\u003c/p>\n\u003cp>\u003cstrong>In New York City, where I live, as your report notes, 77 percent of students live in poverty. How do you create economically mixed schools if there aren't enough middle-class kids to go around?\u003c/strong>\u003c/p>\n\u003cp>I worked with Chicago Public Schools on their socioeconomic integration plan. The district is 85 percent low-income. My recommendation was not to ensure that every school was 85 percent low-income, because high-poverty schools are bad for students. In Chicago what they've done is to begin with magnet and selective-enrollment schools. You want to create a virtuous cycle where people can see examples of success.\u003c/p>\n\u003cp>[According to the recent report, Chicago's selective enrollment or \"exam high schools\" are much more racially balanced than their counterparts in Boston and New York City. And in those Chicago schools students from all backgrounds are keeping up academically and graduating at very high rates.]\u003c/p>\n\u003cp>\u003cstrong>It almost sounds like a chemistry experiment — you have to control the conditions very carefully and titrate your mixture until it hits that tipping point.\u003c/strong>\u003c/p>\n\u003cp>The long-term aspiration is that, as you develop more socioeconomically integrated schools, that the overall demographics of the public school system could shift. We saw that in Cambridge: Over time, more middle-class and white people came back into the district, stopped using private schools and stopped moving away once their kids got to be a certain age.\u003c/p>\n\u003cp>\u003cstrong>How good are the chances of seeing more districts try integration in this policy climate?\u003c/strong>\u003c/p>\n\u003cp>Most of the focus around choice has been on charter schools, and I think now, maybe after an election that revealed these tremendous divisions by race, class and gender, there's an opportunity to harness the interest in choice for a program that will actually bring kids of different backgrounds together, and heal some of those divisions that we saw come out during the election.\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>Now, at a programmatic level, there's lots of reasons for someone like me to be depressed, because DeVos and Trump haven't talked [much] about the benefits of school integration. But you can see lots of progress on the issue of school integration that isn't directed by the feds. ... So, rather than continuing to pound our heads against the wall in finding new ways to make separate but equal work, we could rediscover this other approach that actually is having really strong results.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Try+This+One+Trick+To+Improve+Student+Outcomes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47765/how-socioeconomic-diversity-in-schools-helps-all-students","authors":["byline_mindshift_47765"],"categories":["mindshift_192"],"tags":["mindshift_20610","mindshift_20784","mindshift_1040","mindshift_20973"],"featImg":"mindshift_47766","label":"mindshift"},"mindshift_44078":{"type":"posts","id":"mindshift_44078","meta":{"index":"posts_1591205157","site":"mindshift","id":"44078","score":null,"sort":[1456776169000]},"guestAuthors":[],"slug":"research-shows-diverse-classrooms-improve-learning-for-everyone","title":"Research Shows Diverse Classrooms Improve Learning For Everyone","publishDate":1456776169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Stronger Together\" is not the name of the latest social-media fitness app. It's a grant proposed in President Obama's new budget, reviving an idea that hasn't gotten much policy attention in decades: diversity in public schools. If the request is approved, $120 million will go to school districts for programs intended to make their schools more diverse.\u003c/p>\n\u003cp>As a new \u003ca href=\"http://apps.tcf.org/a-new-wave-of-school-integration\">pair of reports \u003c/a>from the progressive Century Foundation shows, integration policies have seen a resurgence: In 2007, 40 districts pursued integration. Today that number has more than doubled, to 83, plus nine charter schools or networks. That adds up to a total of 4 million students in classrooms that are more diverse than they'd otherwise be.\u003c/p>\n\u003caside class=\"pullquote alignright\">In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions.\u003c/aside>\n\u003cp>This new wave of integration has come with one big difference that sets it apart from the busing battles of the past. These programs rely on family income, not race, as the driver.\u003c/p>\n\u003cp>To be clear, there's evidence that socially as well as racially integrated schools benefit all students. When a school reaches a stable level of about 30 percent middle-class students, the lower-income students achieve at higher levels and the privileged students do no worse, says Halley Potter, the author of one of the Century Foundation reports. Similarly, the racial achievement gap shrinks in schools that have less than a \"supermajority\" of 60 percent of any one race.\u003c/p>\n\u003cp>But the real case for diverse schools is a lot bigger than test scores, says Amy Stuart Wells, who teaches at Teachers College, Columbia University, and is the author of \u003ca href=\"http://apps.tcf.org/how-racially-diverse-schools-and-classrooms-can-benefit-all-students\">the second report\u003c/a>. \"The qualitative and quantitative evidence is powerful enough to say, 'We should do this.' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's worth pointing out that because of the legacy of discrimination and institutionalized segregation in the United States, in most communities mixing up students by class also means mixing them up by race.\u003c/p>\n\u003cp>\"Diversification by socioeconomic status also means by race,\" says Mercedes Ebanks, an associate professor in the school of education at Howard University. \"The movement towards socioeconomic integration will lead to racial integration and educational equality.\"\u003c/p>\n\u003cp>Still, some experts question whether socioeconomic integration really provides the same benefits that ethnic and cultural integration does. There's \"not much empirical research on socioeconomic diversity \u003cem>per se\u003c/em>,\" and its benefits, says Katherine Phillips, a professor at the Columbia Business School.\u003c/p>\n\u003cp>Phillips' own research, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">along with that of many others,\u003c/a> focuses on the cognitive benefits of encounters with ethnic and racial difference. In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions, she says.\u003c/p>\n\u003cp>Given the right atmosphere and guidance, which is a tall order, students in diverse classrooms can build cross-racial friendships, achieve greater levels of empathy and have a chance to work on all-important social and emotional skills.\u003c/p>\n\u003cp>Intriguingly, other research suggests that implicit bias, our split-second judgments about people based on age, gender or the color of their skin, may cause cognitive impairments. That is: Racist ideas make people think poorly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are also economic arguments in favor of pursuing diversity. In the current U.S. Supreme Court case on affirmative action, nearly half of the companies in the Fortune 100 signed a brief testifying that it's an \"economic imperative\" in the global economy to hire diverse employees with cross-cultural skills that only diverse educational settings can provide.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Integrating+A+School%2C+Does+It+Matter+If+You+Use+Class+Instead+Of+Race%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Several recent efforts focus more on family income diversity as the driver of integration. The potential benefits of a diverse environment are striking, but they're not guaranteed.","status":"publish","parent":0,"modified":1456776169,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":613},"headData":{"title":"Research Shows Diverse Classrooms Improve Learning For Everyone | KQED","description":"Several recent efforts focus more on family income diversity as the driver of integration. The potential benefits of a diverse environment are striking, but they're not guaranteed.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Research Shows Diverse Classrooms Improve Learning For Everyone","datePublished":"2016-02-29T20:02:49.000Z","dateModified":"2016-02-29T20:02:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44078 http://ww2.kqed.org/mindshift/?p=44078","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/29/research-shows-diverse-classrooms-improve-learning-for-everyone/","disqusTitle":"Research Shows Diverse Classrooms Improve Learning For Everyone","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"466543209","nprApiLink":"http://api.npr.org/query?id=466543209&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/29/466543209/when-integrating-a-school-does-it-matter-if-you-use-class-instead-of-race?ft=nprml&f=466543209","nprRetrievedStory":"1","nprPubDate":"Mon, 29 Feb 2016 11:45:00 -0500","nprStoryDate":"Mon, 29 Feb 2016 06:42:00 -0500","nprLastModifiedDate":"Mon, 29 Feb 2016 11:45:39 -0500","path":"/mindshift/44078/research-shows-diverse-classrooms-improve-learning-for-everyone","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Stronger Together\" is not the name of the latest social-media fitness app. It's a grant proposed in President Obama's new budget, reviving an idea that hasn't gotten much policy attention in decades: diversity in public schools. If the request is approved, $120 million will go to school districts for programs intended to make their schools more diverse.\u003c/p>\n\u003cp>As a new \u003ca href=\"http://apps.tcf.org/a-new-wave-of-school-integration\">pair of reports \u003c/a>from the progressive Century Foundation shows, integration policies have seen a resurgence: In 2007, 40 districts pursued integration. Today that number has more than doubled, to 83, plus nine charter schools or networks. That adds up to a total of 4 million students in classrooms that are more diverse than they'd otherwise be.\u003c/p>\n\u003caside class=\"pullquote alignright\">In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions.\u003c/aside>\n\u003cp>This new wave of integration has come with one big difference that sets it apart from the busing battles of the past. These programs rely on family income, not race, as the driver.\u003c/p>\n\u003cp>To be clear, there's evidence that socially as well as racially integrated schools benefit all students. When a school reaches a stable level of about 30 percent middle-class students, the lower-income students achieve at higher levels and the privileged students do no worse, says Halley Potter, the author of one of the Century Foundation reports. Similarly, the racial achievement gap shrinks in schools that have less than a \"supermajority\" of 60 percent of any one race.\u003c/p>\n\u003cp>But the real case for diverse schools is a lot bigger than test scores, says Amy Stuart Wells, who teaches at Teachers College, Columbia University, and is the author of \u003ca href=\"http://apps.tcf.org/how-racially-diverse-schools-and-classrooms-can-benefit-all-students\">the second report\u003c/a>. \"The qualitative and quantitative evidence is powerful enough to say, 'We should do this.' \"\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>It's worth pointing out that because of the legacy of discrimination and institutionalized segregation in the United States, in most communities mixing up students by class also means mixing them up by race.\u003c/p>\n\u003cp>\"Diversification by socioeconomic status also means by race,\" says Mercedes Ebanks, an associate professor in the school of education at Howard University. \"The movement towards socioeconomic integration will lead to racial integration and educational equality.\"\u003c/p>\n\u003cp>Still, some experts question whether socioeconomic integration really provides the same benefits that ethnic and cultural integration does. There's \"not much empirical research on socioeconomic diversity \u003cem>per se\u003c/em>,\" and its benefits, says Katherine Phillips, a professor at the Columbia Business School.\u003c/p>\n\u003cp>Phillips' own research, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">along with that of many others,\u003c/a> focuses on the cognitive benefits of encounters with ethnic and racial difference. In a class discussion or on a problem-solving team, bringing together different viewpoints and experiences makes everyone think harder and provide better evidence for their opinions, she says.\u003c/p>\n\u003cp>Given the right atmosphere and guidance, which is a tall order, students in diverse classrooms can build cross-racial friendships, achieve greater levels of empathy and have a chance to work on all-important social and emotional skills.\u003c/p>\n\u003cp>Intriguingly, other research suggests that implicit bias, our split-second judgments about people based on age, gender or the color of their skin, may cause cognitive impairments. That is: Racist ideas make people think poorly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are also economic arguments in favor of pursuing diversity. In the current U.S. Supreme Court case on affirmative action, nearly half of the companies in the Fortune 100 signed a brief testifying that it's an \"economic imperative\" in the global economy to hire diverse employees with cross-cultural skills that only diverse educational settings can provide.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Integrating+A+School%2C+Does+It+Matter+If+You+Use+Class+Instead+Of+Race%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44078/research-shows-diverse-classrooms-improve-learning-for-everyone","authors":["byline_mindshift_44078"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20610","mindshift_20701","mindshift_20973","mindshift_381"],"featImg":"mindshift_44079","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? 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