Want to Offer Internships At Your School? A Tool To Make It Easier
Feeling Alone as the Opportunity Gap Widens for Kids
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A Tool To Make It Easier","publishDate":1540193886,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n","blocks":[],"excerpt":"An online database tool to manage student internships could make work-based learning much easier for schools.","status":"publish","parent":0,"modified":1540193886,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/225448984"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2525},"headData":{"title":"Want to Offer Internships At Your School? A Tool To Make It Easier | KQED","description":"An online database tool to manage student internships could make work-based learning much easier for schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52325 https://ww2.kqed.org/mindshift/?p=52325","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/22/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier/","disqusTitle":"Want to Offer Internships At Your School? A Tool To Make It Easier","path":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\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>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\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>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20891","mindshift_20678","mindshift_20583","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_20700"],"featImg":"mindshift_52329","label":"mindshift"},"mindshift_39748":{"type":"posts","id":"mindshift_39748","meta":{"index":"posts_1591205157","site":"mindshift","id":"39748","score":null,"sort":[1426859826000]},"guestAuthors":[],"slug":"feeling-alone-as-the-opportunity-gap-widens-in-education","title":"Feeling Alone as the Opportunity Gap Widens for Kids","publishDate":1426859826,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39811\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/alone-at-school/\" rel=\"attachment wp-att-39811\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Alone-at-school.jpg\" alt=\"Gebbe/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39811\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/gebbe/6988399523\"> Gebbe/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After raising her daughters, stay-at-home mother Susan Norwood knew that she wanted to be a teacher. She had spent plenty of time at school while her daughters were students in Brentwood, an affluent Nashville suburb with famously great schools, as a room mother and fundraiser, she even volunteered to work in the library. But after getting her certification and being assigned to one of Nashville’s poorest high schools as an English teacher, she quickly realized there were stark differences between her daughters’ school and her new teaching home.\u003c/p>\n\u003cp>Many of the school’s classes operated without textbooks for students. Most students simply didn’t to do their homework -- and even if they did, Norwood would have been unable to give proper attention to each assignment of her 185 students. And many of her sophomore English students were dealing with a host of problems outside school, from unstable home lives to jailed parents, even undiagnosed health issues.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/our-kids-by-robert-putnam-jacket-image/\" rel=\"attachment wp-att-39807\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/OUR-KIDS-by-Robert-Putnam-Jacket-Image-300x450.jpg\" alt=\"OUR KIDS by Robert Putnam - Jacket Image\" width=\"300\" height=\"450\" class=\"alignright size-medium wp-image-39807\">\u003c/a>“Just yesterday, one of my girls (students) told me she wanted to make up work, because she currently had an F in my class -- she just stopped working. She said, ‘I’m having some problems at home,’ ” said Norwood. “She told me she had moved out of the house, she hadn’t seen her mother in two weeks, and she was living with a friend. If you’re having those kinds of problems, doing your vocabulary may not seem important!”\u003c/p>\n\u003cp>To understand the breadth of the problem, Norwood said, just multiply this girl’s story times most of her students. The notion of being able to help them all becomes overwhelming.\u003c/p>\n\u003cp>This is life for the majority of American kids whose parents didn’t go to college, says social scientist and Harvard professor Robert Putnam in his new book, \"\u003ca href=\"http://books.simonandschuster.com/Our-Kids/Robert-D-Putnam/9781476769899\">Our Kids: The American Dream in Crisis\u003c/a>.\" This bottom third of poorer students face a widening “opportunity gap” with today’s richer students -- the ones whose parents did go to college. Putnam and his team of researchers analyzed decades of research on the habits of richer and poorer families, and found that who your parents are predicts where you will end up much more today than it did several decades ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Putnam describes “scissor graphs” showing how, over the last several decades, while richer kids’ reading time with their parents, family dinners, extracurricular activities, and two-parent homes stayed the same or increased, the poorer kids’ decreased. The team found that today the lowest-performing rich kids \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2015/03/its_hard_to_make_schools.html\">have a better chance of finishing college\u003c/a> than the highest-performing poor kids.\u003c/p>\n\u003cfigure id=\"attachment_39804\" class=\"wp-caption alignnone\" style=\"max-width: 1017px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/putnam-ourkids-fig4-3/\" rel=\"attachment wp-att-39804\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3.png\" alt=\"Courtesy of Robert Putnam\" width=\"1017\" height=\"593\" class=\"size-full wp-image-39804\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3.png 1017w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-400x233.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-800x466.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-768x448.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-320x187.png 320w\" sizes=\"(max-width: 1017px) 100vw, 1017px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Robert Putnam\u003c/figcaption>\u003c/figure>\n\u003cp>It wasn’t always this way. In the book, Putnam described going back to his hometown of Port Clinton, Ohio, to interview all the surviving members of his high school class. He found that in 1950s Ohio, who your parents were mattered much less: Most of his classmates, regardless of the education or economic levels of their parents, achieved more and led better lives than their parents did.\u003c/p>\n\u003cp>Yet today, the opportunity gap stacks up against poor kids in terms of family instability, cut ties with community institutions, untrustworthy and frightening neighborhoods, and increasing isolation as poor students find they don’t have “air bags” -- parents, pastors, coaches, mentors -- to cushion life’s blows and help navigate their difficult lives. Putnam argues that, even more than income, the opportunity gap is leaving a third of kids unable to even get on the ladder needed to reach the American Dream.\u003c/p>\n\u003cp>“The basic story is that these poor kids, they are isolated really from all the major social institutions. Two-thirds of them have only one parent, at most. They come from broken homes -- if there was a dad, he’s gone. They basically can’t trust their parents, many of whom are loving but are themselves damaged by something further back in history. Their first line of defenses has been breached,” he said.\u003c/p>\n\u003cp>Putnam said school becomes an “echo chamber” that amplifies the problems of chaotic lives: It’s not so much what districts do or don’t do nearly as much as what kids bring to school.\u003c/p>\n\u003cp>[contextly_sidebar id=\"diMjf98mjWLMbp1REasIJynYR8CBpFb4\"]\u003c/p>\n\u003cp>“The first thing I see when I look at our evidence, schools themselves contributed very little to this opportunity gap problem,” Putnam said. “We know going to school with other poor kids is bad. There’s a ton of evidence, it’s all clear: Your peers are very important. Why has that changed? We’ve become more socially segregated, and poor kids are going to school more with other poor kids.”\u003c/p>\n\u003cp>Susan Norwood agrees, and says she sees the chaos played out often. “There are a number of kids at school who’ve had a huge loss in their life without any counseling,” she said. “Last year, I had a girl whose father died in a motorcycle accident. I asked her if she’d talked to her mother about getting counseling. ‘My mother is in jail,’ she said. She’d been living with her grandfather, and they couldn’t afford counseling.’ ”\u003c/p>\n\u003cp>While there is an on-site counselor at school, counseling is only offered to students with Medicaid. So the school rallied together, and provided a counselor to the girl over the summer.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong> \u003c/strong>\u003c/strong>\u003cb>Well connected but still alone\u003c/b>\u003c/p>\n\u003cp>According to Putnam’s research, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">digital divide\u003c/a> has morphed: Rich kids and poor kids now have equal access to the Internet, but use it in different ways. Surrounded by adults to guide them, richer kids use the Internet in what he calls a “mobility-enhancing way,” such as comparing colleges and doing research for a term paper. Poor kids tend to use the Internet for entertainment and more casual interaction.\u003c/p>\n\u003cp>But Putnam is quick to point out that there’s a more complex layer to how poor kids use the Internet: Their online interactions can highlight how isolated they are. Putnam said his team of researchers is still connected to many of the kids they interviewed for the book through Facebook, and they can see, in real time, how they use the Internet.\u003c/p>\n\u003cp>One person they interviewed for the book, “David” (a pseudonym), recently posted something to his Facebook wall that Putnam describes as “clearly a cry for help.” In the post, David says how hard he’s working, how he’s taking care of his younger step-siblings, and that “he’s done” with it all. To Putnam’s horror, none of David’s Facebook friends reached out and left a message in response to his post, either to encourage him, or tell him he would get through it, or ask to meet him or help him.\"Even though they are connecting in some way, it's clear that they're not connecting. When David posted his message, no one came on and said, 'c'mon, let's get together,' - that's what happens if you have real social networks.\"\u003c/p>\n\u003cp>“They [poor kids] do have other friends with whom they interact,” on the Internet, he said, “but even that setting shows how isolated they are. The messages are just heart-rending.”\u003c/p>\n\u003cfigure id=\"attachment_39806\" class=\"wp-caption alignnone\" style=\"max-width: 1017px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/putnam-ourkids-fig5-5/\" rel=\"attachment wp-att-39806\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5.png\" alt=\"Courtesy of Robert Putnam\" width=\"1017\" height=\"672\" class=\"size-full wp-image-39806\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5.png 1017w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-400x264.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-800x529.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-768x507.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-320x211.png 320w\" sizes=\"(max-width: 1017px) 100vw, 1017px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Robert Putnam\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What can schools do?\u003c/b>\u003c/p>\n\u003cp>Susan Norwood isn’t sure if her school can help get their 2,300 students out of poverty, into college and on to something better than their splintered lives -- at least not without more help than she’s receiving now.\u003c/p>\n\u003cp>Though Norwood and colleagues have been told that 60 percent of English students must pass the state test, the school projects only 29 percent will pass. Norwood teaches English and literature and doesn’t have a single set of books to give out to her students, instead relying mostly on handouts and public domain short stories students can download and read on their phones. (She does have one set of literature and grammar books for students to use in class, but only Honors students are allowed to check them out and bring them home.) From the district, she received $300 to purchase all the supplies needed for 185 students for the entire year.\u003c/p>\n\u003cp>Norwood said nearly everything about the way her students are schooled -- from the lack of books to the class sizes to their personal problems -- is so different from the education her daughters got in Brentwood that they almost can’t be compared. Even in such bleak circumstances, though, bright spots do occur. She found out recently that one of her honors students had spent a year sleeping on a couch in his father’s one-bedroom with five other people when his mother went to jail, and kept his grades up. \u003c/p>\n\u003cp>Putnam is brimming with hope. And while his book\u003ci> \u003c/i>offers ideas for solutions -- Putnam favors investing in early childhood education, community-school partnerships to coordinate social services, and programs to offer more AP and advanced classes to low-income schools, among others -- he said one of the biggest \"solutions\" is for people in the upper third to simply realize that the opportunity ladder is broken, and they may not be seeing it.\u003c/p>\n\u003cp>“We have become much more segregated in social-class terms, and are less likely to live near others from a different class background,” he said. “So we’re less likely to meet someone at school, or church, or even the family reunion, that’s from a different class.”\u003c/p>\n\u003cp>He implores society to start looking beyond their own families and thinking of kids -- all of them -- as \"our kids.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As Americans, historically we’ve wanted [public schools] to create a level playing field. Schools \u003ci>must\u003c/i> be part of the solution. The facts are consistent. We shouldn’t blame teachers or districts. They’re just dealing with what they’ve been given. Districts don’t decide their own boundaries, but saying that doesn’t absolve us from how schools can help,\" he said. \"Something must be done.”\u003c/p>\n\n","blocks":[],"excerpt":"Robert Putnam, the author of \"Bowling Alone,\" looks at how kids are experiencing the brunt of inequality and all of its missed opportunities, and what that means for learning. ","status":"publish","parent":0,"modified":1427398040,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1743},"headData":{"title":"Feeling Alone as the Opportunity Gap Widens for Kids | KQED","description":"Robert Putnam, the author of "Bowling Alone," looks at how kids are experiencing the brunt of inequality and all of its missed opportunities, and what that means for learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39748 http://blogs.kqed.org/mindshift/?p=39748","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/20/feeling-alone-as-the-opportunity-gap-widens-in-education/","disqusTitle":"Feeling Alone as the Opportunity Gap Widens for Kids","path":"/mindshift/39748/feeling-alone-as-the-opportunity-gap-widens-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39811\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/alone-at-school/\" rel=\"attachment wp-att-39811\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Alone-at-school.jpg\" alt=\"Gebbe/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39811\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/gebbe/6988399523\"> Gebbe/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After raising her daughters, stay-at-home mother Susan Norwood knew that she wanted to be a teacher. She had spent plenty of time at school while her daughters were students in Brentwood, an affluent Nashville suburb with famously great schools, as a room mother and fundraiser, she even volunteered to work in the library. But after getting her certification and being assigned to one of Nashville’s poorest high schools as an English teacher, she quickly realized there were stark differences between her daughters’ school and her new teaching home.\u003c/p>\n\u003cp>Many of the school’s classes operated without textbooks for students. Most students simply didn’t to do their homework -- and even if they did, Norwood would have been unable to give proper attention to each assignment of her 185 students. And many of her sophomore English students were dealing with a host of problems outside school, from unstable home lives to jailed parents, even undiagnosed health issues.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/our-kids-by-robert-putnam-jacket-image/\" rel=\"attachment wp-att-39807\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/OUR-KIDS-by-Robert-Putnam-Jacket-Image-300x450.jpg\" alt=\"OUR KIDS by Robert Putnam - Jacket Image\" width=\"300\" height=\"450\" class=\"alignright size-medium wp-image-39807\">\u003c/a>“Just yesterday, one of my girls (students) told me she wanted to make up work, because she currently had an F in my class -- she just stopped working. She said, ‘I’m having some problems at home,’ ” said Norwood. “She told me she had moved out of the house, she hadn’t seen her mother in two weeks, and she was living with a friend. If you’re having those kinds of problems, doing your vocabulary may not seem important!”\u003c/p>\n\u003cp>To understand the breadth of the problem, Norwood said, just multiply this girl’s story times most of her students. The notion of being able to help them all becomes overwhelming.\u003c/p>\n\u003cp>This is life for the majority of American kids whose parents didn’t go to college, says social scientist and Harvard professor Robert Putnam in his new book, \"\u003ca href=\"http://books.simonandschuster.com/Our-Kids/Robert-D-Putnam/9781476769899\">Our Kids: The American Dream in Crisis\u003c/a>.\" This bottom third of poorer students face a widening “opportunity gap” with today’s richer students -- the ones whose parents did go to college. Putnam and his team of researchers analyzed decades of research on the habits of richer and poorer families, and found that who your parents are predicts where you will end up much more today than it did several decades ago.\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>Putnam describes “scissor graphs” showing how, over the last several decades, while richer kids’ reading time with their parents, family dinners, extracurricular activities, and two-parent homes stayed the same or increased, the poorer kids’ decreased. The team found that today the lowest-performing rich kids \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2015/03/its_hard_to_make_schools.html\">have a better chance of finishing college\u003c/a> than the highest-performing poor kids.\u003c/p>\n\u003cfigure id=\"attachment_39804\" class=\"wp-caption alignnone\" style=\"max-width: 1017px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/putnam-ourkids-fig4-3/\" rel=\"attachment wp-att-39804\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3.png\" alt=\"Courtesy of Robert Putnam\" width=\"1017\" height=\"593\" class=\"size-full wp-image-39804\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3.png 1017w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-400x233.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-800x466.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-768x448.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig4.3-320x187.png 320w\" sizes=\"(max-width: 1017px) 100vw, 1017px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Robert Putnam\u003c/figcaption>\u003c/figure>\n\u003cp>It wasn’t always this way. In the book, Putnam described going back to his hometown of Port Clinton, Ohio, to interview all the surviving members of his high school class. He found that in 1950s Ohio, who your parents were mattered much less: Most of his classmates, regardless of the education or economic levels of their parents, achieved more and led better lives than their parents did.\u003c/p>\n\u003cp>Yet today, the opportunity gap stacks up against poor kids in terms of family instability, cut ties with community institutions, untrustworthy and frightening neighborhoods, and increasing isolation as poor students find they don’t have “air bags” -- parents, pastors, coaches, mentors -- to cushion life’s blows and help navigate their difficult lives. Putnam argues that, even more than income, the opportunity gap is leaving a third of kids unable to even get on the ladder needed to reach the American Dream.\u003c/p>\n\u003cp>“The basic story is that these poor kids, they are isolated really from all the major social institutions. Two-thirds of them have only one parent, at most. They come from broken homes -- if there was a dad, he’s gone. They basically can’t trust their parents, many of whom are loving but are themselves damaged by something further back in history. Their first line of defenses has been breached,” he said.\u003c/p>\n\u003cp>Putnam said school becomes an “echo chamber” that amplifies the problems of chaotic lives: It’s not so much what districts do or don’t do nearly as much as what kids bring to school.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The first thing I see when I look at our evidence, schools themselves contributed very little to this opportunity gap problem,” Putnam said. “We know going to school with other poor kids is bad. There’s a ton of evidence, it’s all clear: Your peers are very important. Why has that changed? We’ve become more socially segregated, and poor kids are going to school more with other poor kids.”\u003c/p>\n\u003cp>Susan Norwood agrees, and says she sees the chaos played out often. “There are a number of kids at school who’ve had a huge loss in their life without any counseling,” she said. “Last year, I had a girl whose father died in a motorcycle accident. I asked her if she’d talked to her mother about getting counseling. ‘My mother is in jail,’ she said. She’d been living with her grandfather, and they couldn’t afford counseling.’ ”\u003c/p>\n\u003cp>While there is an on-site counselor at school, counseling is only offered to students with Medicaid. So the school rallied together, and provided a counselor to the girl over the summer.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong> \u003c/strong>\u003c/strong>\u003cb>Well connected but still alone\u003c/b>\u003c/p>\n\u003cp>According to Putnam’s research, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">digital divide\u003c/a> has morphed: Rich kids and poor kids now have equal access to the Internet, but use it in different ways. Surrounded by adults to guide them, richer kids use the Internet in what he calls a “mobility-enhancing way,” such as comparing colleges and doing research for a term paper. Poor kids tend to use the Internet for entertainment and more casual interaction.\u003c/p>\n\u003cp>But Putnam is quick to point out that there’s a more complex layer to how poor kids use the Internet: Their online interactions can highlight how isolated they are. Putnam said his team of researchers is still connected to many of the kids they interviewed for the book through Facebook, and they can see, in real time, how they use the Internet.\u003c/p>\n\u003cp>One person they interviewed for the book, “David” (a pseudonym), recently posted something to his Facebook wall that Putnam describes as “clearly a cry for help.” In the post, David says how hard he’s working, how he’s taking care of his younger step-siblings, and that “he’s done” with it all. To Putnam’s horror, none of David’s Facebook friends reached out and left a message in response to his post, either to encourage him, or tell him he would get through it, or ask to meet him or help him.\"Even though they are connecting in some way, it's clear that they're not connecting. When David posted his message, no one came on and said, 'c'mon, let's get together,' - that's what happens if you have real social networks.\"\u003c/p>\n\u003cp>“They [poor kids] do have other friends with whom they interact,” on the Internet, he said, “but even that setting shows how isolated they are. The messages are just heart-rending.”\u003c/p>\n\u003cfigure id=\"attachment_39806\" class=\"wp-caption alignnone\" style=\"max-width: 1017px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/feeling-alone-as-the-opportunity-gap-widens-in-education/putnam-ourkids-fig5-5/\" rel=\"attachment wp-att-39806\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5.png\" alt=\"Courtesy of Robert Putnam\" width=\"1017\" height=\"672\" class=\"size-full wp-image-39806\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5.png 1017w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-400x264.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-800x529.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-768x507.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Putnam-OurKids-Fig5.5-320x211.png 320w\" sizes=\"(max-width: 1017px) 100vw, 1017px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Robert Putnam\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What can schools do?\u003c/b>\u003c/p>\n\u003cp>Susan Norwood isn’t sure if her school can help get their 2,300 students out of poverty, into college and on to something better than their splintered lives -- at least not without more help than she’s receiving now.\u003c/p>\n\u003cp>Though Norwood and colleagues have been told that 60 percent of English students must pass the state test, the school projects only 29 percent will pass. Norwood teaches English and literature and doesn’t have a single set of books to give out to her students, instead relying mostly on handouts and public domain short stories students can download and read on their phones. (She does have one set of literature and grammar books for students to use in class, but only Honors students are allowed to check them out and bring them home.) From the district, she received $300 to purchase all the supplies needed for 185 students for the entire year.\u003c/p>\n\u003cp>Norwood said nearly everything about the way her students are schooled -- from the lack of books to the class sizes to their personal problems -- is so different from the education her daughters got in Brentwood that they almost can’t be compared. Even in such bleak circumstances, though, bright spots do occur. She found out recently that one of her honors students had spent a year sleeping on a couch in his father’s one-bedroom with five other people when his mother went to jail, and kept his grades up. \u003c/p>\n\u003cp>Putnam is brimming with hope. And while his book\u003ci> \u003c/i>offers ideas for solutions -- Putnam favors investing in early childhood education, community-school partnerships to coordinate social services, and programs to offer more AP and advanced classes to low-income schools, among others -- he said one of the biggest \"solutions\" is for people in the upper third to simply realize that the opportunity ladder is broken, and they may not be seeing it.\u003c/p>\n\u003cp>“We have become much more segregated in social-class terms, and are less likely to live near others from a different class background,” he said. “So we’re less likely to meet someone at school, or church, or even the family reunion, that’s from a different class.”\u003c/p>\n\u003cp>He implores society to start looking beyond their own families and thinking of kids -- all of them -- as \"our kids.\"\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>“As Americans, historically we’ve wanted [public schools] to create a level playing field. Schools \u003ci>must\u003c/i> be part of the solution. The facts are consistent. We shouldn’t blame teachers or districts. They’re just dealing with what they’ve been given. Districts don’t decide their own boundaries, but saying that doesn’t absolve us from how schools can help,\" he said. \"Something must be done.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39748/feeling-alone-as-the-opportunity-gap-widens-in-education","authors":["4445"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20700"],"featImg":"mindshift_39811","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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