Third graders struggling the most to recover in reading after the pandemic
Student math scores are down from pre-COVID levels, the National Report Card finds
6 Questions to Better Understand Math and Reading Scores
Hands-On Science Exams Reveal Students' Skills
Dismal Science Scores in U.S. Public Schools
New Site Compares Schools Across the Country
Sponsored
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Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","status":"publish","parent":0,"modified":1711667787,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1543},"headData":{"title":"How COVID-19 Narrowed the STEM Pipeline | KQED","description":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63384","twTitle":"","twDescription":"","twImgId":"mindshift_63384","socialDescription":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How COVID-19 Narrowed the STEM Pipeline","datePublished":"2024-03-25T10:00:30.000Z","dateModified":"2024-03-28T23:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","authors":["byline_mindshift_63375"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_392","mindshift_93"],"featImg":"mindshift_63384","label":"mindshift"},"mindshift_60585":{"type":"posts","id":"mindshift_60585","meta":{"index":"posts_1591205157","site":"mindshift","id":"60585","score":null,"sort":[1670842836000]},"guestAuthors":[],"slug":"third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic","title":"Third graders struggling the most to recover in reading after the pandemic","publishDate":1670842836,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As the coronavirus pandemic ravaged communities and shuttered schools, many educators and parents worried about kindergarteners who were learning online. That concern now appears well-founded as we’re starting to see evidence that remote school and socially distanced instruction were profoundly detrimental to their reading development.\u003c/p>\n\u003cp>Children in kindergarten when the pandemic broke out in the spring of 2020 are now roughly eight years old and in third grade this 2022-23 school year. A new report by the nonprofit educational assessment maker NWEA documents that \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">third graders are currently suffering the largest pandemic-related learning losses in reading\u003c/a>, compared to older students in grades four to eight, and not readily recovering.\u003c/p>\n\u003cp>Learning to read well in elementary school matters. After children learn to read, they read to learn. Poor reading ability in third grade can hobble their future academic achievement. It also matters to society as a whole. Students who fall behind at school are more likely to be arrested, incarcerated and become teen mothers. A separate December 2022 analysis calculated that if recent academic losses from the pandemic were to become permanent, it would add up to \u003ca href=\"https://www.nber.org/papers/w30701#fromrss\" target=\"_blank\" rel=\"noopener noreferrer\">$900 billion in lower lifetime earnings\u003c/a> for the 48 million students in public schools.\u003c/p>\n\u003cp>That’s why NWEA’s findings for third graders are alarming. The results emerged from an analysis of fall 2022 test scores of seven million elementary and middle school children across the nation, in which the reading abilities of third graders remained far behind what children used to be able to do in third grade before the pandemic. The differences between pre- and post-pandemic reading levels are smaller in older grades. While it’s good news that third graders are learning at a typical pace again and no longer falling further behind, they are also not gaining much extra ground. Their learning recovery is the smallest among students in grades three through eight. (See the purple reading graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Third graders in 2022 are the furthest behind in reading, as depicted by the bar on the far left. So far they’ve recovered only 10 percent of their pandemic learning losses, which were at their greatest in the spring of 2021. Older grades are making better progress in catching up.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60591\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"wp-image-60591 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png\" alt=\"\" width=\"624\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1-160x103.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">The current achievement gaps are the difference between the pre-COVID and COVID assessment scores in fall 2022. The widest achievement gaps were generally recorded in the spring of 2021. The percentages are the change in these gaps and reflect how much students have rebounded. (Source: NWEA)\u003c/figcaption>\u003c/figure>\n\u003cp>Karyn Lewis, a researcher at NWEA who led this analysis of test scores, said that current third graders are “a group that we really need to pay a lot of attention to” because the pandemic disrupted their kindergarten and first grade years when they were supposed to learn foundational reading skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Slightly older students in fifth, sixth and seventh grades, who were in second grade and above when the pandemic hit, are making much better progress in reading. If their current pace of learning continues, they’ll be on track to recover in two or three years, Lewis calculated. By contrast, it’s unclear when, if ever, current third graders will even catch up to pre-pandemic norms in reading. Lewis said there is a “long road to go” and that she estimates it will be “five plus years” for these third graders to catch up. That would be after eighth grade for this class of children. (See recovery graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Estimated years to reach recovery by subject and grade\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60592\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"size-full wp-image-60592\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png\" alt=\"\" width=\"624\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2-160x81.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">These estimates were calculated by dividing the fall 2022 achievement gap by the cumulative rate of change between a cohort’s widest gap and the fall 2022 gap. Any estimate over 5 years as 5+. The vertical red line represents the deadline for committing federal ESSER funds (September 2024). Grade refers to the grade students are in during the 2022–23 school year.\u003c/figcaption>\u003c/figure>\n\u003cp>It’s worth noting that \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\" target=\"_blank\" rel=\"noopener noreferrer\">pre-pandemic reading levels\u003c/a> weren’t spectacular and had been deteriorating; most children were not proficient in reading for their grade level, as measured by a national yardstick. So, it’s an estimated “long road” to return to a rather low level of achievement that was already a subject of consternation and hand-wringing.\u003c/p>\n\u003cp>The NWEA research brief, \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year\u003c/a>, was released on Dec. 6, 2022. It analyzes scores on its Measures of Academic Progress (MAP) assessments that are purchased by more than 22,000 schools to measure student progress in both reading and math twice a year, in the fall and the spring. These are in addition to mandatory state assessments taken by students each spring.\u003c/p>\n\u003cp>This latest NWEA report describes how student achievement deteriorated in 2020 and hit a bottom in the spring of 2021, after which student learning stabilized – a sign that students were once again learning at a typical pace as schools reopened.\u003c/p>\n\u003cp>Though the report delves into both math and reading, I chose to focus on reading, a subject in which students didn’t fall as far behind during the pandemic, but are now making weaker catch-up progress. Interestingly, the report was able to detect that reading recovery among older students in grades four through seven isn’t happening at school. They’re learning at a typical pre-pandemic pace during the school year but avoiding some of the usual deterioration of reading skills during the summer. Typically, students forget a lot over the summer, a phenomenon known as “summer slide” or “summer learning loss.” It is unclear from this report why students retained more than usual during the summer of 2022 and returned to school in the fall with better-than-expected reading levels.\u003c/p>\n\u003cp>I was more concerned about the alarm bells for third graders and why they’re struggling so much more than older students in reading. Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago, said that younger elementary school kids rely on classroom instruction in school to learn to read. In older grades, much of the learning that accrues in reading is due to the students’ own reading and writing activity.\u003c/p>\n\u003cp>“Those [early] grades are particularly sensitive to educational disruptions,” Shanahan explained by email. “A fourth grader may have read for some number of minutes per day during those missed school days, while a kindergartner or first grader may not have been able to do that at all (since they wouldn’t know how yet).”\u003c/p>\n\u003cp>The early elementary years are critical because that’s when most children learn how to read words, what educators call “decoding.” Teachers in older grades don’t necessarily have the specialized training to backfill what students missed. A second grade teacher, for example, would likely not know much about teaching students how to identify and manipulate individual sounds in spoken words, an important step in learning to read called “\u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\" target=\"_blank\" rel=\"noopener noreferrer\">phonemic awareness\u003c/a>,” because it’s a skill that is the province of kindergarten and first grade teachers, Shanahan explained.\u003c/p>\n\u003cp>“I didn’t hear of lots of schools that were making explicit efforts to deal with that problem though certainly some individual teachers or schools might have,” said Shanahan.\u003c/p>\n\u003cp>Callie Lowenstein, a second grade teacher at a bilingual elementary school in Washington, D.C., said that teachers feel “pressure” to stay on track with grade level lessons that don’t “accommodate or plan for the kinds of gaps we’re seeing.”\u003c/p>\n\u003cp>“Many curricula include an extremely cursory review of previous skills — so students who didn’t master earlier grades’ content are just left in the dust,” Lowenstein said. For example, the second grade reading lessons used by her school review the entire alphabet in one day and move quickly on. Many students need more practice.\u003c/p>\n\u003cp>Catlin Goodrow is a reading specialist who works with third, fourth and fifth grade students who need extra help at a charter school in Spokane, Washington. She said she is working daily with a small number of third graders on basic first grade phonics. In some cases their parents kept them out of school for a full two years. But most students aren’t this far behind.\u003c/p>\n\u003cp>More common are random gaps because children didn’t receive enough reinforcement or weren’t taught topics during quarantines. One child might not understand how a silent “e” at the end of a word affects pronunciation. Another child might not understand how to sound out words with “ough” in them.\u003c/p>\n\u003cp>“It’s not as simple as being a year behind,” Goodrow said. “That would maybe be easier. It’s that they each have these really specific things that they didn’t pick up on. They each missed crucial bits and pieces.” Discovering them and filling them in for each child isn’t easy.\u003c/p>\n\u003cp>Goodrow is hearing from third grade teachers that even children who can read words are having a much harder time paying attention to what they are reading than in previous years. Third graders are having greater trouble absorbing the meaning, identifying the main character or explaining what the story is about.\u003c/p>\n\u003cp>“The comprehension piece can be something they’re having challenges with,” said Goodrow. “I often think about, ‘Did they get those experiences where they were having their teacher read aloud to them and think aloud, and they’re on the carpet nearby?’ A lot of times, even when they were back at school full time, they were distanced. So they might not have had some of those early literacy experiences that built their ability to focus on the text that they’re reading.”\u003c/p>\n\u003cp>Because third grade is so critical, \u003ca href=\"https://www.ncsl.org/research/education/a-look-at-third-grade-reading-retention-policies.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">16 states plus the District of Columbia\u003c/a> require children to repeat the year if they cannot read at a basic level. Based on this NWEA test score report, states could be facing an avalanche of held-back children if those retention rules are enforced later this school year. That’s something I’ll be watching.\u003c/p>\n\u003cp>*Correction: An earlier version of this story incorrectly identified Callie Lowenstein as a New York City teacher. She now teaches in Washington D.C. In addition, Lowenstein does not follow the curriculum used in her school and gives her students more review when needed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>third grade reading\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new report finds that third graders are currently suffering the largest pandemic-related learning losses in reading, compared to older students in grades four to eight.","status":"publish","parent":0,"modified":1671042249,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1849},"headData":{"title":"Third graders struggling the most to recover in reading after the pandemic - MindShift","description":"A new report finds that children who were kindergartners in spring 2020 are suffering the largest pandemic-related learning losses in reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Third graders struggling the most to recover in reading after the pandemic","datePublished":"2022-12-12T11:00:36.000Z","dateModified":"2022-12-14T18:24:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the coronavirus pandemic ravaged communities and shuttered schools, many educators and parents worried about kindergarteners who were learning online. That concern now appears well-founded as we’re starting to see evidence that remote school and socially distanced instruction were profoundly detrimental to their reading development.\u003c/p>\n\u003cp>Children in kindergarten when the pandemic broke out in the spring of 2020 are now roughly eight years old and in third grade this 2022-23 school year. A new report by the nonprofit educational assessment maker NWEA documents that \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">third graders are currently suffering the largest pandemic-related learning losses in reading\u003c/a>, compared to older students in grades four to eight, and not readily recovering.\u003c/p>\n\u003cp>Learning to read well in elementary school matters. After children learn to read, they read to learn. Poor reading ability in third grade can hobble their future academic achievement. It also matters to society as a whole. Students who fall behind at school are more likely to be arrested, incarcerated and become teen mothers. A separate December 2022 analysis calculated that if recent academic losses from the pandemic were to become permanent, it would add up to \u003ca href=\"https://www.nber.org/papers/w30701#fromrss\" target=\"_blank\" rel=\"noopener noreferrer\">$900 billion in lower lifetime earnings\u003c/a> for the 48 million students in public schools.\u003c/p>\n\u003cp>That’s why NWEA’s findings for third graders are alarming. The results emerged from an analysis of fall 2022 test scores of seven million elementary and middle school children across the nation, in which the reading abilities of third graders remained far behind what children used to be able to do in third grade before the pandemic. The differences between pre- and post-pandemic reading levels are smaller in older grades. While it’s good news that third graders are learning at a typical pace again and no longer falling further behind, they are also not gaining much extra ground. Their learning recovery is the smallest among students in grades three through eight. (See the purple reading graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Third graders in 2022 are the furthest behind in reading, as depicted by the bar on the far left. So far they’ve recovered only 10 percent of their pandemic learning losses, which were at their greatest in the spring of 2021. Older grades are making better progress in catching up.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60591\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"wp-image-60591 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png\" alt=\"\" width=\"624\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1-160x103.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">The current achievement gaps are the difference between the pre-COVID and COVID assessment scores in fall 2022. The widest achievement gaps were generally recorded in the spring of 2021. The percentages are the change in these gaps and reflect how much students have rebounded. (Source: NWEA)\u003c/figcaption>\u003c/figure>\n\u003cp>Karyn Lewis, a researcher at NWEA who led this analysis of test scores, said that current third graders are “a group that we really need to pay a lot of attention to” because the pandemic disrupted their kindergarten and first grade years when they were supposed to learn foundational reading skills.\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>Slightly older students in fifth, sixth and seventh grades, who were in second grade and above when the pandemic hit, are making much better progress in reading. If their current pace of learning continues, they’ll be on track to recover in two or three years, Lewis calculated. By contrast, it’s unclear when, if ever, current third graders will even catch up to pre-pandemic norms in reading. Lewis said there is a “long road to go” and that she estimates it will be “five plus years” for these third graders to catch up. That would be after eighth grade for this class of children. (See recovery graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Estimated years to reach recovery by subject and grade\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60592\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"size-full wp-image-60592\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png\" alt=\"\" width=\"624\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2-160x81.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">These estimates were calculated by dividing the fall 2022 achievement gap by the cumulative rate of change between a cohort’s widest gap and the fall 2022 gap. Any estimate over 5 years as 5+. The vertical red line represents the deadline for committing federal ESSER funds (September 2024). Grade refers to the grade students are in during the 2022–23 school year.\u003c/figcaption>\u003c/figure>\n\u003cp>It’s worth noting that \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\" target=\"_blank\" rel=\"noopener noreferrer\">pre-pandemic reading levels\u003c/a> weren’t spectacular and had been deteriorating; most children were not proficient in reading for their grade level, as measured by a national yardstick. So, it’s an estimated “long road” to return to a rather low level of achievement that was already a subject of consternation and hand-wringing.\u003c/p>\n\u003cp>The NWEA research brief, \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year\u003c/a>, was released on Dec. 6, 2022. It analyzes scores on its Measures of Academic Progress (MAP) assessments that are purchased by more than 22,000 schools to measure student progress in both reading and math twice a year, in the fall and the spring. These are in addition to mandatory state assessments taken by students each spring.\u003c/p>\n\u003cp>This latest NWEA report describes how student achievement deteriorated in 2020 and hit a bottom in the spring of 2021, after which student learning stabilized – a sign that students were once again learning at a typical pace as schools reopened.\u003c/p>\n\u003cp>Though the report delves into both math and reading, I chose to focus on reading, a subject in which students didn’t fall as far behind during the pandemic, but are now making weaker catch-up progress. Interestingly, the report was able to detect that reading recovery among older students in grades four through seven isn’t happening at school. They’re learning at a typical pre-pandemic pace during the school year but avoiding some of the usual deterioration of reading skills during the summer. Typically, students forget a lot over the summer, a phenomenon known as “summer slide” or “summer learning loss.” It is unclear from this report why students retained more than usual during the summer of 2022 and returned to school in the fall with better-than-expected reading levels.\u003c/p>\n\u003cp>I was more concerned about the alarm bells for third graders and why they’re struggling so much more than older students in reading. Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago, said that younger elementary school kids rely on classroom instruction in school to learn to read. In older grades, much of the learning that accrues in reading is due to the students’ own reading and writing activity.\u003c/p>\n\u003cp>“Those [early] grades are particularly sensitive to educational disruptions,” Shanahan explained by email. “A fourth grader may have read for some number of minutes per day during those missed school days, while a kindergartner or first grader may not have been able to do that at all (since they wouldn’t know how yet).”\u003c/p>\n\u003cp>The early elementary years are critical because that’s when most children learn how to read words, what educators call “decoding.” Teachers in older grades don’t necessarily have the specialized training to backfill what students missed. A second grade teacher, for example, would likely not know much about teaching students how to identify and manipulate individual sounds in spoken words, an important step in learning to read called “\u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\" target=\"_blank\" rel=\"noopener noreferrer\">phonemic awareness\u003c/a>,” because it’s a skill that is the province of kindergarten and first grade teachers, Shanahan explained.\u003c/p>\n\u003cp>“I didn’t hear of lots of schools that were making explicit efforts to deal with that problem though certainly some individual teachers or schools might have,” said Shanahan.\u003c/p>\n\u003cp>Callie Lowenstein, a second grade teacher at a bilingual elementary school in Washington, D.C., said that teachers feel “pressure” to stay on track with grade level lessons that don’t “accommodate or plan for the kinds of gaps we’re seeing.”\u003c/p>\n\u003cp>“Many curricula include an extremely cursory review of previous skills — so students who didn’t master earlier grades’ content are just left in the dust,” Lowenstein said. For example, the second grade reading lessons used by her school review the entire alphabet in one day and move quickly on. Many students need more practice.\u003c/p>\n\u003cp>Catlin Goodrow is a reading specialist who works with third, fourth and fifth grade students who need extra help at a charter school in Spokane, Washington. She said she is working daily with a small number of third graders on basic first grade phonics. In some cases their parents kept them out of school for a full two years. But most students aren’t this far behind.\u003c/p>\n\u003cp>More common are random gaps because children didn’t receive enough reinforcement or weren’t taught topics during quarantines. One child might not understand how a silent “e” at the end of a word affects pronunciation. Another child might not understand how to sound out words with “ough” in them.\u003c/p>\n\u003cp>“It’s not as simple as being a year behind,” Goodrow said. “That would maybe be easier. It’s that they each have these really specific things that they didn’t pick up on. They each missed crucial bits and pieces.” Discovering them and filling them in for each child isn’t easy.\u003c/p>\n\u003cp>Goodrow is hearing from third grade teachers that even children who can read words are having a much harder time paying attention to what they are reading than in previous years. Third graders are having greater trouble absorbing the meaning, identifying the main character or explaining what the story is about.\u003c/p>\n\u003cp>“The comprehension piece can be something they’re having challenges with,” said Goodrow. “I often think about, ‘Did they get those experiences where they were having their teacher read aloud to them and think aloud, and they’re on the carpet nearby?’ A lot of times, even when they were back at school full time, they were distanced. So they might not have had some of those early literacy experiences that built their ability to focus on the text that they’re reading.”\u003c/p>\n\u003cp>Because third grade is so critical, \u003ca href=\"https://www.ncsl.org/research/education/a-look-at-third-grade-reading-retention-policies.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">16 states plus the District of Columbia\u003c/a> require children to repeat the year if they cannot read at a basic level. Based on this NWEA test score report, states could be facing an avalanche of held-back children if those retention rules are enforced later this school year. That’s something I’ll be watching.\u003c/p>\n\u003cp>*Correction: An earlier version of this story incorrectly identified Callie Lowenstein as a New York City teacher. She now teaches in Washington D.C. In addition, Lowenstein does not follow the curriculum used in her school and gives her students more review when needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>third grade reading\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic","authors":["byline_mindshift_60585"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_93","mindshift_21254"],"featImg":"mindshift_60586","label":"mindshift"},"mindshift_60053":{"type":"posts","id":"mindshift_60053","meta":{"index":"posts_1591205157","site":"mindshift","id":"60053","score":null,"sort":[1666633152000]},"guestAuthors":[],"slug":"student-math-scores-are-down-from-pre-covid-levels-the-national-report-card-finds","title":"Student math scores are down from pre-COVID levels, the National Report Card finds","publishDate":1666633152,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Math and reading scores for students across the country are down following years of disrupted learning during the pandemic. On Monday, the National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, released a full report for the first time since 2019; the results show a slight dip in reading scores and a drop in math.\u003c/p>\n\u003cp>U.S. Secretary of Education Miguel Cardona called the results \"appalling and unacceptable\" in a call with reporters. \"This is a moment of truth for education,\" he said. \"How we respond to this will determine not only our recovery, but our nation's standing in the world.\"\u003c/p>\n\u003cp>NAEP assesses reading and math proficiency for students in grades four and eight. The assessment is given every two years, but the pandemic delayed the 2021 test until 2022.\u003c/p>\n\u003cp>When you compare the most recent results to past years, it paints a stark picture:\u003c/p>\n\u003cp>In 2022, the average fourth-grade math score decreased by 5 points to its lowest level since 2005. The average eighth-grade math score decreased by 8 points to its lowest level since 2003.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Given the disruptions of the pandemic, the drop in math was expected, said Peggy Carr, commissioner for the National Center for Education Statistics (NCES), which administers the Nation's Report Card .\u003c/p>\n\u003cp>\"We really need the teachers to teach math,\" she said. \"Reading, on the other hand, is something that parents and communities are more comfortable helping students with.\"\u003c/p>\n\u003cp>While reading scores stayed more steady – dipping only about 3 points in both grade levels compared to 2019 – reading proficiency has been trending down in the past couple cycles.\u003c/p>\n\u003cp>\"Nothing [in the math and reading scores] should be surprising to anyone,\" says Karyn Lewis, who researches K-12 assessments at the Center for School and Student Progress at NWEA, a nonprofit that works in standardized testing.\u003c/p>\n\u003cp>\"This corroborates what we have seen in our research and what we've seen from peers that are doing similar work.\"\u003c/p>\n\u003cp>She hopes states will use this new data to target areas for future investment, rather than dwell on the losses.\u003c/p>\n\u003cp>\"I fear that this just encourages us to keep looking backwards when I would really like to see people continue to look forward.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says it's time to \"quit fighting battles back from 2020\" and instead put that energy toward helping students recover.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+math+scores+are+down+from+pre-COVID+levels%2C+the+National+Report+Card+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The test measures reading and math proficiency for fourth- and eighth-graders. It's administered every two years, but the pandemic delayed the 2021 report until now. ","status":"publish","parent":0,"modified":1666683730,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":409},"headData":{"title":"Student math scores are down from pre-COVID levels, the National Report Card finds - MindShift","description":"The test measures reading and math proficiency for fourth- and eighth-graders. It's administered every two years, but the pandemic delayed the 2021 report until now. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Student math scores are down from pre-COVID levels, the National Report Card finds","datePublished":"2022-10-24T17:39:12.000Z","dateModified":"2022-10-25T07:42:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60053 https://ww2.kqed.org/mindshift/?p=60053","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/24/student-math-scores-are-down-from-pre-covid-levels-the-national-report-card-finds/","disqusTitle":"Student math scores are down from pre-COVID levels, the National Report Card finds","nprImageCredit":"Ron Harris","nprByline":"Sequoia Carrillo","nprImageAgency":"AP","nprStoryId":"1130629135","nprApiLink":"http://api.npr.org/query?id=1130629135&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/10/24/1130629135/naep-test-covid?ft=nprml&f=1130629135","nprRetrievedStory":"1","nprPubDate":"Mon, 24 Oct 2022 09:54:00 -0400","nprStoryDate":"Mon, 24 Oct 2022 05:00:42 -0400","nprLastModifiedDate":"Mon, 24 Oct 2022 09:54:25 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60053/student-math-scores-are-down-from-pre-covid-levels-the-national-report-card-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math and reading scores for students across the country are down following years of disrupted learning during the pandemic. On Monday, the National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, released a full report for the first time since 2019; the results show a slight dip in reading scores and a drop in math.\u003c/p>\n\u003cp>U.S. Secretary of Education Miguel Cardona called the results \"appalling and unacceptable\" in a call with reporters. \"This is a moment of truth for education,\" he said. \"How we respond to this will determine not only our recovery, but our nation's standing in the world.\"\u003c/p>\n\u003cp>NAEP assesses reading and math proficiency for students in grades four and eight. The assessment is given every two years, but the pandemic delayed the 2021 test until 2022.\u003c/p>\n\u003cp>When you compare the most recent results to past years, it paints a stark picture:\u003c/p>\n\u003cp>In 2022, the average fourth-grade math score decreased by 5 points to its lowest level since 2005. The average eighth-grade math score decreased by 8 points to its lowest level since 2003.\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>Given the disruptions of the pandemic, the drop in math was expected, said Peggy Carr, commissioner for the National Center for Education Statistics (NCES), which administers the Nation's Report Card .\u003c/p>\n\u003cp>\"We really need the teachers to teach math,\" she said. \"Reading, on the other hand, is something that parents and communities are more comfortable helping students with.\"\u003c/p>\n\u003cp>While reading scores stayed more steady – dipping only about 3 points in both grade levels compared to 2019 – reading proficiency has been trending down in the past couple cycles.\u003c/p>\n\u003cp>\"Nothing [in the math and reading scores] should be surprising to anyone,\" says Karyn Lewis, who researches K-12 assessments at the Center for School and Student Progress at NWEA, a nonprofit that works in standardized testing.\u003c/p>\n\u003cp>\"This corroborates what we have seen in our research and what we've seen from peers that are doing similar work.\"\u003c/p>\n\u003cp>She hopes states will use this new data to target areas for future investment, rather than dwell on the losses.\u003c/p>\n\u003cp>\"I fear that this just encourages us to keep looking backwards when I would really like to see people continue to look forward.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says it's time to \"quit fighting battles back from 2020\" and instead put that energy toward helping students recover.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+math+scores+are+down+from+pre-COVID+levels%2C+the+National+Report+Card+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60053/student-math-scores-are-down-from-pre-covid-levels-the-national-report-card-finds","authors":["byline_mindshift_60053"],"categories":["mindshift_194"],"tags":["mindshift_21343","mindshift_93"],"featImg":"mindshift_60054","label":"mindshift"},"mindshift_59856":{"type":"posts","id":"mindshift_59856","meta":{"index":"posts_1591205157","site":"mindshift","id":"59856","score":null,"sort":[1662964378000]},"guestAuthors":[],"slug":"6-questions-to-better-understand-math-and-reading-scores","title":"6 Questions to Better Understand Math and Reading Scores","publishDate":1662964378,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School started on an ominous note this year. On Sept.1, the U.S. Department of Education released disastrous test results. Based on a sample of more than 7,000 9-year-olds around the country, two decades of academic progress in reading and math were erased from 2020 to 2022. But the scores also raised many questions. I will try to answer six of them here. (Thank you to everyone on Twitter who challenged me to explain numbers that seem to be nonsensical and contradictory.)\u003c/p>\n\u003cp>Q: How can 9-year-olds lose 20 years of academic progress? They weren’t even born 20 years ago.\u003c/p>\n\u003cp>A: Today’s 9-year-olds today are posting the same test scores in reading and math as an earlier generation of 9-year-olds did back in the early 2000s. In other words, children today are reading and adding about as well as children the same age did 20 years ago.\u003c/p>\n\u003cp>Every few years, the Department of Education administers a test called Long-Term Trend NAEP or National Assessment of Educational Progress to a group of students selected to reflect the diversity of the U.S. student population. Before the pandemic, the reading and math abilities of 9-year-olds had been improving. Scores rose strongly in the 2000s* and then flatlined, holding steady in the 2010s.\u003c/p>\n\u003cp>This graph from the statistical unit of the Education Department shows the history of the Long-Term Trend NAEP with the sudden plummet in test scores since the start of the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png\" alt=\"\" width=\"977\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-768x480.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Q: Is that really so tragic?\u003c/p>\n\u003cp>A: One can reasonably argue that it’s not so bad to be back where we were in 2000. Many children born 30 years ago, who would have been about 9 years old then, are educated adults and leading good lives today.\u003c/p>\n\u003cp>But it is troubling that the lowest achieving students in our schools lost the most ground between 2020 and 2022. Students in the bottom 10 percent in achievement lost four to five times more than students in the top 10 percent. In math, for example, that’s a drop of 12 points versus a three-point drop.\u003c/p>\n\u003cp>If these children don’t catch up, they will be at a far greater risk of not learning to read well enough to function in our economy or of dropping out of high school because they cannot pass minimum math requirements. Based on another set of plummeting test scores during the pandemic, the consulting firm McKinsey & Company estimated that the current generation of less-educated students could reduce the size of the U.S. economy by \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">$128 billion to $188 billion a year\u003c/a>.\u003c/p>\n\u003cp>Q: How can student achievement around the country be hit so hard if we reported in July 2022 that the pace of learning was \u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\">back to normal\u003c/a>? Was that earlier report wrong?\u003c/p>\n\u003cp>A: Both reports are \u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812327743881216?s=20&t=RvJ0QRRZ4-1WLPi9AR1NEQ\">consistent\u003c/a> with each other and show nearly\u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812337822801920?s=20&t=_xwxkoB_lMIc2E97k1Xf-Q\"> identical declines in student test scores\u003c/a>. The recent Department of Education report reflects just two snapshots of NAEP test scores: one taken in early 2020 before the pandemic and one in early 2022. Between these two time periods, the achievement of 9-year-olds plummeted.\u003c/p>\n\u003cp>The assessment organization NWEA measures children two to three times during the year using a test called Measures of Academic Progress or MAP, which is taken by millions of elementary and middle school students around the country every year. MAP scores plummeted dramatically in 2020-21 and then started to rebound slightly for many but not all children in 2021-22. Students at each grade level remained far behind where they had been before the pandemic, but they weren’t deteriorating further.\u003c/p>\n\u003cp>I liken it to the difference between a quarterly and an annual report in finance. A company may be making less revenue today than two years ago, but a quarterly report will show more detailed ups and downs. NWEA’s details show that most of the academic decline occurred in 2020 and 2021, but not so much in 2022. The Department of Education’s NAEP report cannot pinpoint the exact timing of the slide between 2000 and 2022.\u003c/p>\n\u003cp>Q: So is there learning loss?\u003c/p>\n\u003cp>A: Students haven’t regressed. It’s not that individual children used to know how to read and then stopped being able to read. The NAEP test implies and the MAP test directly documents that children continued to get better in reading and math during the pandemic. But students missed hours of instruction for many reasons: family tragedies, closed schools, teachers out with COVID, inefficient remote instruction. So students learned less than usual.\u003c/p>\n\u003cp>My best analogy, which I’ve used before, is a cross-country road trip. Imagine that students were traveling at 55 miles an hour, ran out of gas and started walking instead. According to the NWEA report, now they’re back in their cars and humming along again at 55 miles an hour. Some are traveling at 60 miles an hour, catching up slightly, but they’re still far away from the destination that they would have reached if they hadn’t run out of gas.\u003c/p>\n\u003cp>It’s this distance from the destination that educators are describing when they talk about learning loss. Some people like to call this problem “missed learning” or “lost learning.” Whatever you want to call it, it means that today’s 9-year-olds – or third and fourth graders – cannot read and multiply as well as 9-year-olds did 10 years ago.\u003c/p>\n\u003cp>Q: How could scores decline nationally, but not in cities or rural areas?\u003c/p>\n\u003cp>A: In math, it’s a simpler story. Everyone deteriorated. High achievers and low achievers, along with Black, white and Hispanic students. City, suburban and country students all posted lower math scores.\u003c/p>\n\u003cp>But in reading, test scores in urban school districts didn’t decline between 2020 and 2022. They were also unchanged in rural districts and throughout the West.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png\" alt=\"\" width=\"977\" height=\"479\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-800x392.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-160x78.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-768x377.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>I talked with Grady Wilburn, a statistician in the assessment division at the National Center for Education Statistics, who drilled down into the data with me. There were not substantial changes in the racial or income composition of these regions between 2020 and 2022 that could explain why reading achievement held stable. Hypothetically, if cities had gentrified during the pandemic, higher income students would have had higher test scores and could have masked the score declines. But that did not happen.\u003c/p>\n\u003cp>We also looked at different combinations of race, income and geography. Nationally, Black students scored six points lower in reading, but in the cities, Black 9-year olds scored the same in 2022 as they did before the pandemic hit in 2020. Also unchanged were the scores of white city students, Hispanic city students and city students who are poor enough to qualify for free lunch. In rural areas, both Black and Hispanic students held steady too, but white students in rural areas did deteriorate a bit.\u003c/p>\n\u003cp>“We were puzzled by these numbers too,” said Wilburn. “Our commissioner has been saying maybe that’s one place that researchers should dive into, to better understand what city and rural communities may have done.”\u003c/p>\n\u003cp>Meanwhile, the scores of Black, white, Hispanic and free-lunch eligible students in the suburbs as well as small towns all declined sharply during the pandemic. This means that the national declines in test scores were primarily driven by suburban 9-year-olds.\u003c/p>\n\u003cp>One possibility is that city and rural families read more at home. Perhaps brothers and sisters read to each other. Another possibility is that suburban schools deliver a vastly superior education to students that, in normal times, is very effective in teaching young elementary school children to read well. When school days were disrupted during the pandemic, student achievement suffered more. The more effective school is, the more students might suffer when they get less of it.\u003c/p>\n\u003cp>Q: Can we tell from this NAEP report whether school closures and remote instruction are to blame?\u003c/p>\n\u003cp>A: No. But the fact that city schools, where students were most likely to have missed more in-person days, held steady in reading (see above) is a sign that remote learning wasn’t always so detrimental. Suburban and small town students, who tended to have more in-person days, fared worse.\u003c/p>\n\u003cp>Accompanying the NAEP test was a student survey, which asked students if they learned remotely even once during the 2020-21 school year. But it didn’t ask 9-year-olds to count the number of remote days, so it’s impossible to say if more days of remote school led to worse outcomes.\u003c/p>\n\u003cp>A separate analysis of NWEA’s MAP scores, circulated in May 2022, found that students who learned \u003ca href=\"https://www.nber.org/papers/w30010\">remotely lost far more ground\u003c/a>. It indicated that remote instruction was the primary driver of widening achievement gaps between rich and poor and between children of color and white students.\u003c/p>\n\u003cp>A more detailed report from the Department of Education on student achievement during the pandemic is expected in October. It will list state achievement scores for fourth and eighth graders on another NAEP test. Hopefully, we can unravel more of these knots together.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story mistakenly described the history of test scores. Scores rose strongly in the 2000s, not the 2010s.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">\u003cem>NAEP\u003c/em>\u003c/a>\u003cem> scores was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Changes in NAEP scores during the distance learning don't bear out as one might expect. ","status":"publish","parent":0,"modified":1663006424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1623},"headData":{"title":"6 Questions to Better Understand Math and Reading Scores - MindShift","description":"Changes in NAEP scores during the distance learning don't bear out as one might expect. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Questions to Better Understand Math and Reading Scores","datePublished":"2022-09-12T06:32:58.000Z","dateModified":"2022-09-12T18:13:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59856 https://ww2.kqed.org/mindshift/?p=59856","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/11/6-questions-to-better-understand-math-and-reading-scores/","disqusTitle":"6 Questions to Better Understand Math and Reading Scores","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59856/6-questions-to-better-understand-math-and-reading-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School started on an ominous note this year. On Sept.1, the U.S. Department of Education released disastrous test results. Based on a sample of more than 7,000 9-year-olds around the country, two decades of academic progress in reading and math were erased from 2020 to 2022. But the scores also raised many questions. I will try to answer six of them here. (Thank you to everyone on Twitter who challenged me to explain numbers that seem to be nonsensical and contradictory.)\u003c/p>\n\u003cp>Q: How can 9-year-olds lose 20 years of academic progress? They weren’t even born 20 years ago.\u003c/p>\n\u003cp>A: Today’s 9-year-olds today are posting the same test scores in reading and math as an earlier generation of 9-year-olds did back in the early 2000s. In other words, children today are reading and adding about as well as children the same age did 20 years ago.\u003c/p>\n\u003cp>Every few years, the Department of Education administers a test called Long-Term Trend NAEP or National Assessment of Educational Progress to a group of students selected to reflect the diversity of the U.S. student population. Before the pandemic, the reading and math abilities of 9-year-olds had been improving. Scores rose strongly in the 2000s* and then flatlined, holding steady in the 2010s.\u003c/p>\n\u003cp>This graph from the statistical unit of the Education Department shows the history of the Long-Term Trend NAEP with the sudden plummet in test scores since the start of the pandemic.\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>\u003cimg class=\"alignnone size-full wp-image-59858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png\" alt=\"\" width=\"977\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-768x480.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Q: Is that really so tragic?\u003c/p>\n\u003cp>A: One can reasonably argue that it’s not so bad to be back where we were in 2000. Many children born 30 years ago, who would have been about 9 years old then, are educated adults and leading good lives today.\u003c/p>\n\u003cp>But it is troubling that the lowest achieving students in our schools lost the most ground between 2020 and 2022. Students in the bottom 10 percent in achievement lost four to five times more than students in the top 10 percent. In math, for example, that’s a drop of 12 points versus a three-point drop.\u003c/p>\n\u003cp>If these children don’t catch up, they will be at a far greater risk of not learning to read well enough to function in our economy or of dropping out of high school because they cannot pass minimum math requirements. Based on another set of plummeting test scores during the pandemic, the consulting firm McKinsey & Company estimated that the current generation of less-educated students could reduce the size of the U.S. economy by \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">$128 billion to $188 billion a year\u003c/a>.\u003c/p>\n\u003cp>Q: How can student achievement around the country be hit so hard if we reported in July 2022 that the pace of learning was \u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\">back to normal\u003c/a>? Was that earlier report wrong?\u003c/p>\n\u003cp>A: Both reports are \u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812327743881216?s=20&t=RvJ0QRRZ4-1WLPi9AR1NEQ\">consistent\u003c/a> with each other and show nearly\u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812337822801920?s=20&t=_xwxkoB_lMIc2E97k1Xf-Q\"> identical declines in student test scores\u003c/a>. The recent Department of Education report reflects just two snapshots of NAEP test scores: one taken in early 2020 before the pandemic and one in early 2022. Between these two time periods, the achievement of 9-year-olds plummeted.\u003c/p>\n\u003cp>The assessment organization NWEA measures children two to three times during the year using a test called Measures of Academic Progress or MAP, which is taken by millions of elementary and middle school students around the country every year. MAP scores plummeted dramatically in 2020-21 and then started to rebound slightly for many but not all children in 2021-22. Students at each grade level remained far behind where they had been before the pandemic, but they weren’t deteriorating further.\u003c/p>\n\u003cp>I liken it to the difference between a quarterly and an annual report in finance. A company may be making less revenue today than two years ago, but a quarterly report will show more detailed ups and downs. NWEA’s details show that most of the academic decline occurred in 2020 and 2021, but not so much in 2022. The Department of Education’s NAEP report cannot pinpoint the exact timing of the slide between 2000 and 2022.\u003c/p>\n\u003cp>Q: So is there learning loss?\u003c/p>\n\u003cp>A: Students haven’t regressed. It’s not that individual children used to know how to read and then stopped being able to read. The NAEP test implies and the MAP test directly documents that children continued to get better in reading and math during the pandemic. But students missed hours of instruction for many reasons: family tragedies, closed schools, teachers out with COVID, inefficient remote instruction. So students learned less than usual.\u003c/p>\n\u003cp>My best analogy, which I’ve used before, is a cross-country road trip. Imagine that students were traveling at 55 miles an hour, ran out of gas and started walking instead. According to the NWEA report, now they’re back in their cars and humming along again at 55 miles an hour. Some are traveling at 60 miles an hour, catching up slightly, but they’re still far away from the destination that they would have reached if they hadn’t run out of gas.\u003c/p>\n\u003cp>It’s this distance from the destination that educators are describing when they talk about learning loss. Some people like to call this problem “missed learning” or “lost learning.” Whatever you want to call it, it means that today’s 9-year-olds – or third and fourth graders – cannot read and multiply as well as 9-year-olds did 10 years ago.\u003c/p>\n\u003cp>Q: How could scores decline nationally, but not in cities or rural areas?\u003c/p>\n\u003cp>A: In math, it’s a simpler story. Everyone deteriorated. High achievers and low achievers, along with Black, white and Hispanic students. City, suburban and country students all posted lower math scores.\u003c/p>\n\u003cp>But in reading, test scores in urban school districts didn’t decline between 2020 and 2022. They were also unchanged in rural districts and throughout the West.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png\" alt=\"\" width=\"977\" height=\"479\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-800x392.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-160x78.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-768x377.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>I talked with Grady Wilburn, a statistician in the assessment division at the National Center for Education Statistics, who drilled down into the data with me. There were not substantial changes in the racial or income composition of these regions between 2020 and 2022 that could explain why reading achievement held stable. Hypothetically, if cities had gentrified during the pandemic, higher income students would have had higher test scores and could have masked the score declines. But that did not happen.\u003c/p>\n\u003cp>We also looked at different combinations of race, income and geography. Nationally, Black students scored six points lower in reading, but in the cities, Black 9-year olds scored the same in 2022 as they did before the pandemic hit in 2020. Also unchanged were the scores of white city students, Hispanic city students and city students who are poor enough to qualify for free lunch. In rural areas, both Black and Hispanic students held steady too, but white students in rural areas did deteriorate a bit.\u003c/p>\n\u003cp>“We were puzzled by these numbers too,” said Wilburn. “Our commissioner has been saying maybe that’s one place that researchers should dive into, to better understand what city and rural communities may have done.”\u003c/p>\n\u003cp>Meanwhile, the scores of Black, white, Hispanic and free-lunch eligible students in the suburbs as well as small towns all declined sharply during the pandemic. This means that the national declines in test scores were primarily driven by suburban 9-year-olds.\u003c/p>\n\u003cp>One possibility is that city and rural families read more at home. Perhaps brothers and sisters read to each other. Another possibility is that suburban schools deliver a vastly superior education to students that, in normal times, is very effective in teaching young elementary school children to read well. When school days were disrupted during the pandemic, student achievement suffered more. The more effective school is, the more students might suffer when they get less of it.\u003c/p>\n\u003cp>Q: Can we tell from this NAEP report whether school closures and remote instruction are to blame?\u003c/p>\n\u003cp>A: No. But the fact that city schools, where students were most likely to have missed more in-person days, held steady in reading (see above) is a sign that remote learning wasn’t always so detrimental. Suburban and small town students, who tended to have more in-person days, fared worse.\u003c/p>\n\u003cp>Accompanying the NAEP test was a student survey, which asked students if they learned remotely even once during the 2020-21 school year. But it didn’t ask 9-year-olds to count the number of remote days, so it’s impossible to say if more days of remote school led to worse outcomes.\u003c/p>\n\u003cp>A separate analysis of NWEA’s MAP scores, circulated in May 2022, found that students who learned \u003ca href=\"https://www.nber.org/papers/w30010\">remotely lost far more ground\u003c/a>. It indicated that remote instruction was the primary driver of widening achievement gaps between rich and poor and between children of color and white students.\u003c/p>\n\u003cp>A more detailed report from the Department of Education on student achievement during the pandemic is expected in October. It will list state achievement scores for fourth and eighth graders on another NAEP test. Hopefully, we can unravel more of these knots together.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story mistakenly described the history of test scores. Scores rose strongly in the 2000s, not the 2010s.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">\u003cem>NAEP\u003c/em>\u003c/a>\u003cem> scores was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59856/6-questions-to-better-understand-math-and-reading-scores","authors":["byline_mindshift_59856"],"categories":["mindshift_21358"],"tags":["mindshift_358","mindshift_93"],"featImg":"mindshift_59859","label":"mindshift"},"mindshift_22186":{"type":"posts","id":"mindshift_22186","meta":{"index":"posts_1591205157","site":"mindshift","id":"22186","score":null,"sort":[1340116130000]},"guestAuthors":[],"slug":"should-hands-on-science-experiments-replace-bubble-tests","title":"Hands-On Science Exams Reveal Students' Skills","publishDate":1340116130,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340123649,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":839},"headData":{"title":"Hands-On Science Exams Reveal Students' Skills | KQED","description":"By Lillian Mongeau To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently used hands-on experiments as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hands-On Science Exams Reveal Students' Skills","datePublished":"2012-06-19T14:28:50.000Z","dateModified":"2012-06-19T16:34:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22186 http://blogs.kqed.org/mindshift/?p=22186","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/19/should-hands-on-science-experiments-replace-bubble-tests/","disqusTitle":"Hands-On Science Exams Reveal Students' Skills","path":"/mindshift/22186/should-hands-on-science-experiments-replace-bubble-tests","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\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 test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22186/should-hands-on-science-experiments-replace-bubble-tests","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_892","mindshift_557","mindshift_93","mindshift_47"],"featImg":"mindshift_22196","label":"mindshift"},"mindshift_7061":{"type":"posts","id":"mindshift_7061","meta":{"index":"posts_1591205157","site":"mindshift","id":"7061","score":null,"sort":[1296072055000]},"guestAuthors":[],"slug":"dismal-science-scores-in-u-s-public-schools","title":"Dismal Science Scores in U.S. Public Schools","publishDate":1296072055,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The latest news from the \u003ca href=\"http://nationsreportcard.gov/\">National Assessment of Educational Program (NAEP) scores\u003c/a> released yesterday: Major achievement gaps between racial and ethnic groups, dismal science aptitude, and failure to \"reach a basic level of achievement\" among the fourth- and eighth-graders tested, according to the Washington Post.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2011/01/25/AR2011012506976.html\">Post article by Nick Anderson\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>About two-thirds of U.S. fourth-graders failed to show proficiency in science in 2009, the federal government reported Tuesday, meaning that the average student was likely to be stumped when asked to interpret a temperature graph or explain an example of heat transfer.\u003c/p>\n\u003cp>\"It's disappointing,\" said Francis Eberle, executive director of the National Science Teachers Association, based in Arlington County. \"Essentially, it says that science hasn't been part of the agenda. Science has had very little attention.\" He said reading and math - the focal areas of most standardized state tests - have squeezed time for science lessons in daily classroom schedules.\u003c/p>\u003c/blockquote>\n\u003cp>From the NAEP results released yesterday:\u003c/p>\n\u003cdiv id=\"attachment_7062\" class=\"module image left mceTemp\" style=\"width: 439px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-7062\" href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/screen-shot-2011-01-26-at-10-36-02-am/\">\u003cimg class=\"size-full wp-image-7062\" title=\"NAEP\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM.png\" alt=\"\" width=\"439\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM.png 439w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM-400x291.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM-320x233.png 320w\" sizes=\"(max-width: 439px) 100vw, 439px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7063\" href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/screen-shot-2011-01-26-at-10-35-18-am/\">\u003cimg class=\"alignleft size-full wp-image-7063\" title=\"Screen shot 2011-01-26 at 10.35.18 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM.png\" alt=\"\" width=\"559\" height=\"310\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM.png 559w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM-400x222.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM-320x177.png 320w\" sizes=\"(max-width: 559px) 100vw, 559px\">\u003c/a>\u003c/p>\n\u003cp class=\"credit\">NAEP\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296068465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":166},"headData":{"title":"Dismal Science Scores in U.S. Public Schools | KQED","description":"The latest news from the National Assessment of Educational Program (NAEP) scores released yesterday: Major achievement gaps between racial and ethnic groups, dismal science aptitude, and failure to "reach a basic level of achievement" among the fourth- and eighth-graders tested, according to the Washington Post. From the Post article by Nick Anderson: About two-thirds of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Dismal Science Scores in U.S. Public Schools","datePublished":"2011-01-26T20:00:55.000Z","dateModified":"2011-01-26T19:01:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7061 http://blogs.kqed.org/mindshift/?p=7061","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/26/dismal-science-scores-in-u-s-public-schools/","disqusTitle":"Dismal Science Scores in U.S. Public Schools","path":"/mindshift/7061/dismal-science-scores-in-u-s-public-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The latest news from the \u003ca href=\"http://nationsreportcard.gov/\">National Assessment of Educational Program (NAEP) scores\u003c/a> released yesterday: Major achievement gaps between racial and ethnic groups, dismal science aptitude, and failure to \"reach a basic level of achievement\" among the fourth- and eighth-graders tested, according to the Washington Post.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2011/01/25/AR2011012506976.html\">Post article by Nick Anderson\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>About two-thirds of U.S. fourth-graders failed to show proficiency in science in 2009, the federal government reported Tuesday, meaning that the average student was likely to be stumped when asked to interpret a temperature graph or explain an example of heat transfer.\u003c/p>\n\u003cp>\"It's disappointing,\" said Francis Eberle, executive director of the National Science Teachers Association, based in Arlington County. \"Essentially, it says that science hasn't been part of the agenda. Science has had very little attention.\" He said reading and math - the focal areas of most standardized state tests - have squeezed time for science lessons in daily classroom schedules.\u003c/p>\u003c/blockquote>\n\u003cp>From the NAEP results released yesterday:\u003c/p>\n\u003cdiv id=\"attachment_7062\" class=\"module image left mceTemp\" style=\"width: 439px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-7062\" href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/screen-shot-2011-01-26-at-10-36-02-am/\">\u003cimg class=\"size-full wp-image-7062\" title=\"NAEP\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM.png\" alt=\"\" width=\"439\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM.png 439w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM-400x291.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.36.02-AM-320x233.png 320w\" sizes=\"(max-width: 439px) 100vw, 439px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7063\" href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/screen-shot-2011-01-26-at-10-35-18-am/\">\u003cimg class=\"alignleft size-full wp-image-7063\" title=\"Screen shot 2011-01-26 at 10.35.18 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM.png\" alt=\"\" width=\"559\" height=\"310\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM.png 559w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM-400x222.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.35.18-AM-320x177.png 320w\" sizes=\"(max-width: 559px) 100vw, 559px\">\u003c/a>\u003c/p>\n\u003cp class=\"credit\">NAEP\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7061/dismal-science-scores-in-u-s-public-schools","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_93","mindshift_47"],"label":"mindshift"},"mindshift_2123":{"type":"posts","id":"mindshift_2123","meta":{"index":"posts_1591205157","site":"mindshift","id":"2123","score":null,"sort":[1285592413000]},"guestAuthors":[],"slug":"2123","title":"New Site Compares Schools Across the Country","publishDate":1285592413,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp> \u003c/p>\n\u003cp>\u003cfigure id=\"attachment_2166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/t3rmin4t0r/3410448762/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2166\" title=\"score2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/score2-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched \u003ca href=\"http://nbcscorecard.greatschools.org/\">Education Scorecard\u003c/a>. One of the noteworthy features of the site, created by \u003ca href=\"http://www.greatschools.org/%20\">GreatSchools\u003c/a> and \u003ca href=\"http://www.nbc.com\">NBC\u003c/a>, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and those set by the National Assessment of Educational Progress (NAEP).\u003c/p>\n\u003cp>By showing the percentage of students who pass state standardized tests in math and language arts, in, for example, Oakland, Calif., compared to Oakland Unified School District, to the state of California, and to the NAEP exam, parents can assess for themselves how each school stacks up to other schools in the country.\u003c/p>\n\u003cp>Here's why that's important, as explained on the site:\u003c/p>\n\u003cblockquote>\n\u003cp>State assessments are different from the NAEP. Each state determines its own definition of proficiency, whereas the NAEP's definition is the same across the country. The national definition of proficiency is more rigorous than most states' definitions.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c!--more-->The site, which was announced at \u003ca href=\"http://www.educationnation.com\">Education Nation \u003c/a>conference Monday, also shows whether the state is one of 35 states that has complied with \u003ca href=\"http://www.corestandards.org/%20\">Common Core Standards\u003c/a>, which calls for uniform standards across the country; high school graduation requirements; and a comprehensive link to \u003ca href=\"http://nbcscorecard.greatschools.org/use-the-data.html#miscsection\">how to use the data\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once they're armed with the information, parents are prompted to ask questions -- lots of them -- on a range of topics, from what's the gap from national to state results, to what districts are doing to make sure teachers are effective.\u003c/p>\n\u003cp>What's the objective? I asked Bill Jackson, founder and CEO of GreatSchools.\u003c/p>\n\u003cp>\"We want to provide parents and the public with a high-level picture of how schools, states, districts and the country are doing,\" he said. \"It's a tool for parents to be informed. The goal is to make sure kids are on track to be able to go to college and to compete for better jobs. That’s the kind of realism we need. It's setting our expectations on a higher level.\"\u003c/p>\n\u003cp>Jackson sited the state of Tennessee as an example of one that might benefit from Scorecard. \"Until recently, it had a highly inflated view of their achievements,\" he said.Their \"inflated\" state scores were not a realistic reflection of school performance when placed in the context of federal test scores.\u003c/p>\n\u003cp>\"We hope that other states have a really good discussion about that, too\" Jackson said. \"I don’t think it serves anybody if there’s too much wishful thinking.\"\u003c/p>\n\u003cp>In the coming weeks, I'll check in with a variety of sources -- parents, administrators, and teachers -- to see how the site will affect their decision-making process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other partners in the Education Nation Scorecard project include Achieve, the Alliance for Excellent Education, Education Week, the National Parent Teacher Association (PTA), and other education data thought leaders.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285626854,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":486},"headData":{"title":"New Site Compares Schools Across the Country | KQED","description":" Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched Education Scorecard. One of the noteworthy features of the site, created by GreatSchools and NBC, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Site Compares Schools Across the Country","datePublished":"2010-09-27T13:00:13.000Z","dateModified":"2010-09-27T22:34:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2123 http://blogs.kqed.org/mindshift/?p=2123","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/27/2123/","disqusTitle":"New Site Compares Schools Across the Country","path":"/mindshift/2123/2123","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cfigure id=\"attachment_2166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/t3rmin4t0r/3410448762/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2166\" title=\"score2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/score2-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched \u003ca href=\"http://nbcscorecard.greatschools.org/\">Education Scorecard\u003c/a>. One of the noteworthy features of the site, created by \u003ca href=\"http://www.greatschools.org/%20\">GreatSchools\u003c/a> and \u003ca href=\"http://www.nbc.com\">NBC\u003c/a>, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and those set by the National Assessment of Educational Progress (NAEP).\u003c/p>\n\u003cp>By showing the percentage of students who pass state standardized tests in math and language arts, in, for example, Oakland, Calif., compared to Oakland Unified School District, to the state of California, and to the NAEP exam, parents can assess for themselves how each school stacks up to other schools in the country.\u003c/p>\n\u003cp>Here's why that's important, as explained on the site:\u003c/p>\n\u003cblockquote>\n\u003cp>State assessments are different from the NAEP. Each state determines its own definition of proficiency, whereas the NAEP's definition is the same across the country. The national definition of proficiency is more rigorous than most states' definitions.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c!--more-->The site, which was announced at \u003ca href=\"http://www.educationnation.com\">Education Nation \u003c/a>conference Monday, also shows whether the state is one of 35 states that has complied with \u003ca href=\"http://www.corestandards.org/%20\">Common Core Standards\u003c/a>, which calls for uniform standards across the country; high school graduation requirements; and a comprehensive link to \u003ca href=\"http://nbcscorecard.greatschools.org/use-the-data.html#miscsection\">how to use the data\u003c/a>.\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>Once they're armed with the information, parents are prompted to ask questions -- lots of them -- on a range of topics, from what's the gap from national to state results, to what districts are doing to make sure teachers are effective.\u003c/p>\n\u003cp>What's the objective? I asked Bill Jackson, founder and CEO of GreatSchools.\u003c/p>\n\u003cp>\"We want to provide parents and the public with a high-level picture of how schools, states, districts and the country are doing,\" he said. \"It's a tool for parents to be informed. The goal is to make sure kids are on track to be able to go to college and to compete for better jobs. That’s the kind of realism we need. It's setting our expectations on a higher level.\"\u003c/p>\n\u003cp>Jackson sited the state of Tennessee as an example of one that might benefit from Scorecard. \"Until recently, it had a highly inflated view of their achievements,\" he said.Their \"inflated\" state scores were not a realistic reflection of school performance when placed in the context of federal test scores.\u003c/p>\n\u003cp>\"We hope that other states have a really good discussion about that, too\" Jackson said. \"I don’t think it serves anybody if there’s too much wishful thinking.\"\u003c/p>\n\u003cp>In the coming weeks, I'll check in with a variety of sources -- parents, administrators, and teachers -- to see how the site will affect their decision-making process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other partners in the Education Nation Scorecard project include Achieve, the Alliance for Excellent Education, Education Week, the National Parent Teacher Association (PTA), and other education data thought leaders.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2123/2123","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_92","mindshift_94","mindshift_93","mindshift_91"],"featImg":"mindshift_2166","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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