Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?
Using Timely Text Messages To Curb Missed Assignments and Class
Can Text Messages and Interventions Nudge Students Through School?
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Is it working?","publishDate":1685395126,"format":"standard","headTitle":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"canonical noopener\">educational change\u003c/a> in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.","status":"publish","parent":0,"modified":1685395224,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":73,"wordCount":2511},"headData":{"title":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working? | KQED","description":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years."},"nprByline":"Mila Koumpilova, \u003ca href=\"https://chicago.chalkbeat.org/\" target=\"_blank\">Chalkbeat Chicago\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61719/chicago-schools-tapped-hundreds-of-academic-interventionists-to-catch-students-up-after-covid-is-it-working","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\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>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"canonical noopener\">educational change\u003c/a> in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61719/chicago-schools-tapped-hundreds-of-academic-interventionists-to-catch-students-up-after-covid-is-it-working","authors":["byline_mindshift_61719"],"categories":["mindshift_21345"],"tags":["mindshift_21569","mindshift_21344","mindshift_21343","mindshift_20868","mindshift_21539","mindshift_21605","mindshift_21105","mindshift_21413"],"featImg":"mindshift_61721","label":"mindshift"},"mindshift_47699":{"type":"posts","id":"mindshift_47699","meta":{"index":"posts_1591205157","site":"mindshift","id":"47699","score":null,"sort":[1488550447000]},"guestAuthors":[],"slug":"using-timely-text-messages-to-curb-missed-assignments-and-class","title":"Using Timely Text Messages To Curb Missed Assignments and Class","publishDate":1488550447,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In a study, automated text messages to parents reduced absences and the number of F's earned by high school students.","status":"publish","parent":0,"modified":1488550593,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":687},"headData":{"title":"Using Timely Text Messages To Curb Missed Assignments and Class | KQED","description":"In a study, automated text messages to parents reduced absences and the number of F's earned by high school students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47699 https://ww2.kqed.org/mindshift/?p=47699","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/03/using-timely-text-messages-to-curb-missed-assignments-and-class/","disqusTitle":"Using Timely Text Messages To Curb Missed Assignments and Class","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz and Cory Turner","nprImageAgency":"NPR","nprStoryId":"517757199","nprApiLink":"http://api.npr.org/query?id=517757199&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/03/02/517757199/parent-alert-your-child-just-skipped-class?ft=nprml&f=517757199","nprRetrievedStory":"1","nprPubDate":"Thu, 02 Mar 2017 19:14:00 -0500","nprStoryDate":"Thu, 02 Mar 2017 10:31:00 -0500","nprLastModifiedDate":"Thu, 02 Mar 2017 21:45:15 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/03/20170302_atc_parent_alert_your_child_just_skipped_class.mp3?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","nprAudioM3u":"http://api.npr.org/m3u/1518197174-ff1e21.m3u?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","path":"/mindshift/47699/using-timely-text-messages-to-curb-missed-assignments-and-class","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/03/20170302_atc_parent_alert_your_child_just_skipped_class.mp3?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\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>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47699/using-timely-text-messages-to-curb-missed-assignments-and-class","authors":["byline_mindshift_47699"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_20868","mindshift_917"],"featImg":"mindshift_47700","label":"mindshift"},"mindshift_40719":{"type":"posts","id":"mindshift_40719","meta":{"index":"posts_1591205157","site":"mindshift","id":"40719","score":null,"sort":[1433337671000]},"guestAuthors":[],"slug":"can-text-messages-and-interventions-nudge-students-through-school","title":"Can Text Messages and Interventions Nudge Students Through School?","publishDate":1433337671,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"PJGOH8skbNjcc1MX7gOzbNA1RkUsXFtp\"]\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","status":"publish","parent":0,"modified":1433338050,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1341},"headData":{"title":"Can Text Messages and Interventions Nudge Students Through School? | KQED","description":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40719 http://ww2.kqed.org/mindshift/?p=40719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/03/can-text-messages-and-interventions-nudge-students-through-school/","disqusTitle":"Can Text Messages and Interventions Nudge Students Through School?","path":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\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 strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","authors":["4354"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_20869","mindshift_20784","mindshift_1040","mindshift_20868","mindshift_654"],"featImg":"mindshift_40747","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. 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