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FM","link":"/"}},"mindshift_62392":{"type":"posts","id":"mindshift_62392","meta":{"index":"posts_1591205157","site":"mindshift","id":"62392","score":null,"sort":[1695031210000]},"guestAuthors":[],"slug":"act-study-finds-its-easier-and-easier-to-get-an-a-in-math","title":"ACT study finds it’s easier and easier to get an A in math","publishDate":1695031210,"format":"standard","headTitle":"ACT study finds it’s easier and easier to get an A in math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions.","status":"publish","parent":0,"modified":1695145502,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":922},"headData":{"title":"ACT study finds it’s easier and easier to get an A in math | KQED","description":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_62395","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62392/act-study-finds-its-easier-and-easier-to-get-an-a-in-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\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>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62392/act-study-finds-its-easier-and-easier-to-get-an-a-in-math","authors":["byline_mindshift_62392"],"categories":["mindshift_194","mindshift_21504"],"tags":["mindshift_21790","mindshift_21261","mindshift_21189","mindshift_21789","mindshift_21110","mindshift_392","mindshift_883"],"featImg":"mindshift_62395","label":"mindshift"},"mindshift_60686":{"type":"posts","id":"mindshift_60686","meta":{"index":"posts_1591205157","site":"mindshift","id":"60686","score":null,"sort":[1672657242000]},"guestAuthors":[],"slug":"why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","title":"Why teach the arts? Large, randomized test finds improved student behavior and no harm to test scores","publishDate":1672657242,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-lesson-the-arts-teach/\">\u003cem>art in school\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\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A large, randomized controlled trial of art education in Houston found that academic gains were unlikely but behavior improved.","status":"publish","parent":0,"modified":1672248770,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1195},"headData":{"title":"Why teach the arts? Large, randomized test finds improved student behavior and no harm to test scores - MindShift","description":"A large, randomized controlled trial of art education in Houston found that academic gains were unlikely but behavior improved.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\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 students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\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-the-lesson-the-arts-teach/\">\u003cem>art in school\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\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","authors":["byline_mindshift_60686"],"categories":["mindshift_21504"],"tags":["mindshift_20854","mindshift_21513","mindshift_883"],"featImg":"mindshift_60692","label":"mindshift"},"mindshift_57434":{"type":"posts","id":"mindshift_57434","meta":{"index":"posts_1591205157","site":"mindshift","id":"57434","score":null,"sort":[1614152394000]},"guestAuthors":[],"slug":"states-must-test-student-learning-this-spring-biden-administration-says","title":"States Must Test Student Learning This Spring, Biden Administration Says","publishDate":1614152394,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The U.S. Education Department says states must resume the annual testing of students that was suspended a year ago amid the pandemic.\u003c/p>\n\u003cp>For the past two decades, federal law has required schools to test students once each year in math and reading, in grades three through eight and once in high school. And they are required to publicly report these standardized test results, broken out by racial and ethnic group and disability status, and in some cases, hold schools accountable with various sanctions if their students score too low.\u003c/p>\n\u003cp>In March of 2020, with nearly every school in the nation suddenly pivoting to remote learning, the department \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\">waived these requirements\u003c/a>.\u003c/p>\n\u003cp>But in a Feb. 22 letter to state schools chiefs and governors, the department wrote that states must again give these tests this spring and report the results. It remains \"vitally important that parents, educators, and the public have access to data on student learning and success,\" the letter says.\u003c/p>\n\u003cp>States must also publicly report other indicators, like chronic absenteeism, as well as, where possible, information on students' access to computers and the Internet for remote learning. This information is intended \"to address the educational inequities that have been exacerbated by the pandemic, including by using student learning data to enable states, school districts, and schools to target resources and supports to the students with the greatest needs.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The department is granting states lots of flexibility, but critics of the current accountability system are still unhappy with this move to reinstate mandatory testing.\u003c/p>\n\u003cp>The department invites states to request waivers of the requirement that they use this data to identify \"failing\" schools. These waivers would also exempt schools from the current requirement that at least 95% of students participate in testing. And the letter invites states to be flexible in how schools give the tests, such as by shortening the tests, administering them remotely and offering multiple testing windows into the summer and even the fall.\u003c/p>\n\u003cp>The move toward collecting data while reducing accountability measures effectively lowers the \"stakes\" on high-stakes testing. This has been a major issue of contention in education circles, with a national parent-led \u003ca href=\"https://www.npr.org/sections/ed/2015/04/20/400396254/anti-test-opt-out-movement-makes-a-wave-in-new-york-state\">\"opt-out\" movement\u003c/a> peaking around 2015.\u003c/p>\n\u003cp>Still, this news will be unwelcome for the states where leaders have already begun talking about canceling tests altogether this spring — California, New Jersey, New York, Illinois, Michigan and Georgia, \u003ca href=\"https://www.chalkbeat.org/2021/2/22/22296173/biden-administration-state-tests\">to name a few.\u003c/a>\u003c/p>\n\u003cp>Some education leaders say it is logistically impossible to test most students safely and accurately, and an unwise use of limited resources in an ongoing emergency.\u003c/p>\n\u003cp>\"While the vast majority of Georgia schools are offering in-person instruction, students are dealing with the ongoing effects of a global crisis and the trauma of necessary, but unprecedented, isolation,\" Georgia's Department of Education wrote in a \u003ca href=\"https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Georgia%20Updated%20Waiver%20Request.pdf\">letter requesting a waiver. \u003c/a>\u003c/p>\n\u003cp>More than half of the nation's students are learning remotely or in hybrid classrooms with reduced in-person class time. Comparing this spring's results with those of any other year will be difficult. When the NWEA, a nonprofit test organization, released fall 2020 test results in December, about a quarter of students were \"missing\" from the data — and these were more likely to be Black and Hispanic students, from high-poverty areas, or lower-performing in the first place. So even though the students who did take the test showed progress on reading and only a little less progress than a normal year on math, there are concerns that the data do not reflect the true learning loss of the most vulnerable students.\u003c/p>\n\u003cp>Conversely, if tests are given remotely, students might get help from family members or look up the answers, artificially inflating the results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Standardized tests have never been valid or reliable measures of what students know and are able to do, and they are especially unreliable now,\" said Becky Pringle, president of the National Education Association, in a statement urging states to seek maximum flexibility on waivers. \"High-stakes standardized tests administered during the global health crisis should not determine a student's future, evaluate educators, or punish schools; nor should they come at the expense of precious learning time that students could be spending with their educators.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=States+Must+Test+Student+Learning+This+Spring%2C+Biden+Administration+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Annual state testing was canceled last year because of the pandemic. Many states want to skip it again, but the Education Department says no.","status":"publish","parent":0,"modified":1614152394,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":716},"headData":{"title":"States Must Test Student Learning This Spring, Biden Administration Says - MindShift","description":"Annual state testing was canceled last year because of the pandemic. Many states want to skip it again, but the Education Department says no.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57434 https://ww2.kqed.org/mindshift/?p=57434","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/23/states-must-test-student-learning-this-spring-biden-administration-says/","disqusTitle":"States Must Test Student Learning This Spring, Biden Administration Says","nprImageCredit":"spxChrome","nprByline":"Anya Kamenetz","nprImageAgency":"Getty Images","nprStoryId":"970520559","nprApiLink":"http://api.npr.org/query?id=970520559&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/coronavirus-live-updates/2021/02/23/970520559/states-must-test-student-learning-this-spring-biden-administration-says?ft=nprml&f=970520559","nprRetrievedStory":"1","nprPubDate":"Tue, 23 Feb 2021 14:07:00 -0500","nprStoryDate":"Tue, 23 Feb 2021 13:11:00 -0500","nprLastModifiedDate":"Tue, 23 Feb 2021 14:07:12 -0500","path":"/mindshift/57434/states-must-test-student-learning-this-spring-biden-administration-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The U.S. Education Department says states must resume the annual testing of students that was suspended a year ago amid the pandemic.\u003c/p>\n\u003cp>For the past two decades, federal law has required schools to test students once each year in math and reading, in grades three through eight and once in high school. And they are required to publicly report these standardized test results, broken out by racial and ethnic group and disability status, and in some cases, hold schools accountable with various sanctions if their students score too low.\u003c/p>\n\u003cp>In March of 2020, with nearly every school in the nation suddenly pivoting to remote learning, the department \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\">waived these requirements\u003c/a>.\u003c/p>\n\u003cp>But in a Feb. 22 letter to state schools chiefs and governors, the department wrote that states must again give these tests this spring and report the results. It remains \"vitally important that parents, educators, and the public have access to data on student learning and success,\" the letter says.\u003c/p>\n\u003cp>States must also publicly report other indicators, like chronic absenteeism, as well as, where possible, information on students' access to computers and the Internet for remote learning. This information is intended \"to address the educational inequities that have been exacerbated by the pandemic, including by using student learning data to enable states, school districts, and schools to target resources and supports to the students with the greatest needs.\"\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 department is granting states lots of flexibility, but critics of the current accountability system are still unhappy with this move to reinstate mandatory testing.\u003c/p>\n\u003cp>The department invites states to request waivers of the requirement that they use this data to identify \"failing\" schools. These waivers would also exempt schools from the current requirement that at least 95% of students participate in testing. And the letter invites states to be flexible in how schools give the tests, such as by shortening the tests, administering them remotely and offering multiple testing windows into the summer and even the fall.\u003c/p>\n\u003cp>The move toward collecting data while reducing accountability measures effectively lowers the \"stakes\" on high-stakes testing. This has been a major issue of contention in education circles, with a national parent-led \u003ca href=\"https://www.npr.org/sections/ed/2015/04/20/400396254/anti-test-opt-out-movement-makes-a-wave-in-new-york-state\">\"opt-out\" movement\u003c/a> peaking around 2015.\u003c/p>\n\u003cp>Still, this news will be unwelcome for the states where leaders have already begun talking about canceling tests altogether this spring — California, New Jersey, New York, Illinois, Michigan and Georgia, \u003ca href=\"https://www.chalkbeat.org/2021/2/22/22296173/biden-administration-state-tests\">to name a few.\u003c/a>\u003c/p>\n\u003cp>Some education leaders say it is logistically impossible to test most students safely and accurately, and an unwise use of limited resources in an ongoing emergency.\u003c/p>\n\u003cp>\"While the vast majority of Georgia schools are offering in-person instruction, students are dealing with the ongoing effects of a global crisis and the trauma of necessary, but unprecedented, isolation,\" Georgia's Department of Education wrote in a \u003ca href=\"https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Georgia%20Updated%20Waiver%20Request.pdf\">letter requesting a waiver. \u003c/a>\u003c/p>\n\u003cp>More than half of the nation's students are learning remotely or in hybrid classrooms with reduced in-person class time. Comparing this spring's results with those of any other year will be difficult. When the NWEA, a nonprofit test organization, released fall 2020 test results in December, about a quarter of students were \"missing\" from the data — and these were more likely to be Black and Hispanic students, from high-poverty areas, or lower-performing in the first place. So even though the students who did take the test showed progress on reading and only a little less progress than a normal year on math, there are concerns that the data do not reflect the true learning loss of the most vulnerable students.\u003c/p>\n\u003cp>Conversely, if tests are given remotely, students might get help from family members or look up the answers, artificially inflating the results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Standardized tests have never been valid or reliable measures of what students know and are able to do, and they are especially unreliable now,\" said Becky Pringle, president of the National Education Association, in a statement urging states to seek maximum flexibility on waivers. \"High-stakes standardized tests administered during the global health crisis should not determine a student's future, evaluate educators, or punish schools; nor should they come at the expense of precious learning time that students could be spending with their educators.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=States+Must+Test+Student+Learning+This+Spring%2C+Biden+Administration+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57434/states-must-test-student-learning-this-spring-biden-administration-says","authors":["byline_mindshift_57434"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_883"],"featImg":"mindshift_57435","label":"mindshift"},"mindshift_54054":{"type":"posts","id":"mindshift_54054","meta":{"index":"posts_1591205157","site":"mindshift","id":"54054","score":null,"sort":[1565594291000]},"guestAuthors":[],"slug":"how-testing-kids-for-skills-hurts-those-lacking-knowledge","title":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge","publishDate":1565594291,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">THE KNOWLEDGE GAP\u003c/a> by Natalie Wexler, published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2019 by Natalie Wexler.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Natalie Wexler\u003c/strong>\u003c/p>\n\u003cp>In 1987, two researchers in Wisconsin, Donna Recht and Lauren Leslie, constructed a miniature baseball field and installed it in an empty classroom in a junior high school. They peopled it with four-inch wooden baseball players arranged to simulate the beginning of a game. Then they brought in sixty-four seventh- and eighth-grade students who had been tested both for their general reading ability and their knowledge of baseball.\u003c/p>\n\u003cp>The goal was to determine to what extent a child’s ability to understand a text depended on her prior knowledge of the topic. Recht and Leslie chose baseball because they figured lots of kids in junior high school who weren’t great readers nevertheless knew a fair amount about the subject. Each student was asked to read a text\u003cbr>\ndescribing half an inning of a fictional baseball game and move the wooden figures around the board to reenact the action described.\u003c/p>\n\u003cp>\u003cem>Churniak swings and hits a slow bouncing ball toward the shortstop, the passage began. Haley comes in, fields it, and throws to first, but too late. Churniak is on first with a single, Johnson stayed on third. The next batter is Whitcomb, the Cougars’ left-fielder.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It turned out that prior knowledge of baseball made a huge difference in students’ ability to understand the text—more of a difference than their supposed reading level. The kids who knew little about baseball, including the “good” readers, all did poorly. And among those who knew a lot about baseball, the “good” readers and the “bad” readers all did well. In fact, the bad readers who knew a lot about baseball outperformed the good readers who didn’t.\u003c/p>\n\u003cp>In another study, researchers read preschoolers from mixed socioeconomic backgrounds a book about birds, a subject they had determined the higher-income kids already knew more about. When they tested comprehension, the wealthier children did significantly better. But then they read a story about a subject neither group knew anything about: made-up animals called \u003cem>wugs\u003c/em>. When prior knowledge was equalized, comprehension was essentially the same. In other words, the gap in comprehension wasn’t a gap in skills. It was a gap in knowledge.\u003c/p>\n\u003cp>The implication is clear: abstract “reading ability” is largely a mirage constructed by reading tests. A student’s ability to comprehend a text will vary depending on his familiarity with the subject; no degree of “skill” will help if he lacks the knowledge to understand it. While instruction in the early grades has focused on “learning to read” rather than “reading to learn,” educators have overlooked the fact that part of “learning to read” is acquiring knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">\u003cimg class=\"alignright wp-image-54059 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/THE-KNOWLEDGE-GAP-cover-art-2-e1565030189581.jpeg\" alt=\"\" width=\"300\" height=\"453\">\u003c/a>Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that \u003cem>some\u003c/em> instruction in \u003cem>some\u003c/em> comprehension strategies can be helpful for \u003cem>some\u003c/em> children, there’s no reason to believe it can turn struggling readers into accomplished ones.\u003c/p>\n\u003cp>That’s particularly true when it comes to nonfiction, which generally assumes more specialized background knowledge. To acquire the knowledge and vocabulary that will help them understand nonfiction, children need to do more than read a single book on a topic before skipping to another one while practicing how to identify text features or determine text structure. They need to stick with a topic for days or weeks, encountering the same vocabulary and concepts repeatedly so they will stick. Knowing how to identify a caption in a book about sea mammals is unlikely to help them understand a book about the solar system or the Civil War.\u003c/p>\n\u003cp>It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called “a knowledge party”—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t \u003cem>end\u003c/em> with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.\u003c/p>\n\u003cp>Children of wealthier and more educated parents may not be gaining much knowledge of the world at school, but they typically acquire more of it \u003cem>outside\u003c/em> school than their disadvantaged peers. And that often boosts their performance on tests. In countries that have a national curriculum, standardized tests can focus on the content required at each grade level. But in the United States, where schools are all teaching different things, test designers try to assess general reading ability by presenting students with passages on a range of subjects and asking multiple-choice questions. Many of these questions mirror the American approach to literacy\u003cbr>\ninstruction: What’s the main idea? What’s the author’s purpose? What inferences can you make?\u003c/p>\n\u003cp>Test designers also attempt to compensate for the inevitable variation in students’ background knowledge. Students living in the West might happen to know more about the Rocky Mountains, while those in the South might know more about hurricanes. So the tests might include one passage on each topic. But kids with less overall knowledge and vocabulary are always at a disadvantage. While the tests purport to measure skills, it’s impossible for students to demonstrate those skills if they haven’t understood the text in the first place.\u003c/p>\n\u003cp>The bottom line is that the test-score gap is, at its heart, a knowledge gap. The theory behind skills-focused instruction is that if students read enough, diligently practicing their skills, they will gradually advance from one level to the next, and their test scores will improve.\u003c/p>\n\u003cp>But there’s little evidence to support that theory. Often, difficulties begin to emerge in fourth grade, when children are confronted with nonfiction and texts that use more sophisticated vocabulary. At high-poverty schools, it’s not unusual to find eleventh- and twelfth-graders reading at fifth- or sixth- grade levels. In many cases, they continue to be assigned texts at their individual levels rather than at the levels expected for their grade—the levels that most of their more affluent peers have reached.\u003c/p>\n\u003cp>“Leveled texts,” one reading expert has observed, “lead to leveled lives.”\u003c/p>\n\u003cp>It’s not that educators are unaware of the importance of knowledge and vocabulary. One frequently taught reading comprehension strategy is “activating prior knowledge.” If the story is about a trip on an airplane, for example, the teacher might ask kids if they’ve ever taken one. And if a text assumes knowledge many students don’t have, he might quickly supply it. But that kind of on the spot injection of information is unlikely to stick without reinforcement.\u003c/p>\n\u003cp>Teachers are more likely to be aware of the need to build students’ vocabulary rather than their knowledge; those gaps are more obvious, and more research has been done on the importance of vocabulary to comprehension. To be sure, it’s important to focus on words that are used frequently in academic writing but are unlikely to be acquired through spoken language—words like \u003cem>merchant\u003c/em>, \u003cem>fortunate\u003c/em>, and \u003cem>benevolent\u003c/em>. But it’s impossible to equip children with all the vocabulary they need by teaching it to them directly.\u003c/p>\n\u003cp>During the first several years of schooling, children add eight words a day to their vocabularies, on average; the only way to expand vocabulary that quickly is to expand knowledge. A single word is often just the tip of an iceberg of concepts and meanings, inseparable from the knowledge in which it is embedded. If you understand the word \u003cem>oar\u003c/em>, for example, you’re probably also familiar with the concepts of rowboats and paddling.\u003c/p>\n\u003cp>But building knowledge is trickier than teaching vocabulary. Teachers sometimes overestimate what children already know: I watched a class of second-graders struggle for half an hour through a text about slavery before their teacher realized they didn’t understand the word \u003cem>slavery\u003c/em>. Kindergarteners in one low-income community had an average score in the fifth percentile on a vocabulary test, which reflected their inability to identify pictures showing the meanings of words like \u003cem>penguin\u003c/em>, \u003cem>sewing\u003c/em>, or \u003cem>parachute\u003c/em>, and educators have told me of students who don’t know simple words like \u003cem>behind\u003c/em> and \u003cem>bead\u003c/em>.\u003c/p>\n\u003cp>At the same time, teachers can \u003cem>underestimate\u003c/em> students’ capabilities. In addition to limiting children to books at their supposed levels, they may explain an entire text in simple language before reading it aloud, thus depriving students of the chance to wrest meaning from complex language themselves.\u003c/p>\n\u003cp>“I believe what everybody believes,” said one fifth grade teacher at a high-poverty school in Nevada. “I don’t mean to believe it, but it gets into you—this idea that certain learners are less capable of engaging with certain content. And I think that we’ve been making a lot of mistakes based in compassion for our students . . . We make this great effort to smooth the road for them.”\u003c/p>\n\u003cp>After experimenting with a text she was sure would be too challenging for her students—and being surprised by how well they did—she came to realize that she’d been doing them a disservice. “Unless they learn to navigate the bumps,” she said, “we’re not teaching them to be thinkers or readers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://nataliewexler.com/\">\u003cimg class=\"alignleft size-full wp-image-54056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg\" alt=\"\" width=\"273\" height=\"322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg 273w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253-160x189.jpeg 160w\" sizes=\"(max-width: 273px) 100vw, 273px\">Natalie Wexler\u003c/a> is an education journalist whose work has appeared in the New York Times, The Atlantic, The Washington Post and other publications. She coauthor, with Judith C. Hochman, of\u003ca href=\"https://nataliewexler.com/the-writing-revolution/\"> The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades.\u003c/a> You can follow her at \u003ca href=\"https://twitter.com/natwexler\">@natwexler\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The effort to teach kids skills hasn't adequately addressed the knowledge kids need to make sense of those skills. Journalist Natalie Wexler describes how achievement is tied to knowledge that isn't necessarily taught in schools.","status":"publish","parent":0,"modified":1565594729,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1746},"headData":{"title":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge | KQED","description":"The effort to teach kids skills hasn't adequately addressed the knowledge kids need to make sense of those skills. Journalist Natalie Wexler describes how achievement is tied to knowledge that isn't necessarily taught in schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54054 https://ww2.kqed.org/mindshift/?p=54054","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/12/how-testing-kids-for-skills-hurts-those-lacking-knowledge/","disqusTitle":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge","path":"/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">THE KNOWLEDGE GAP\u003c/a> by Natalie Wexler, published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2019 by Natalie Wexler.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Natalie Wexler\u003c/strong>\u003c/p>\n\u003cp>In 1987, two researchers in Wisconsin, Donna Recht and Lauren Leslie, constructed a miniature baseball field and installed it in an empty classroom in a junior high school. They peopled it with four-inch wooden baseball players arranged to simulate the beginning of a game. Then they brought in sixty-four seventh- and eighth-grade students who had been tested both for their general reading ability and their knowledge of baseball.\u003c/p>\n\u003cp>The goal was to determine to what extent a child’s ability to understand a text depended on her prior knowledge of the topic. Recht and Leslie chose baseball because they figured lots of kids in junior high school who weren’t great readers nevertheless knew a fair amount about the subject. Each student was asked to read a text\u003cbr>\ndescribing half an inning of a fictional baseball game and move the wooden figures around the board to reenact the action described.\u003c/p>\n\u003cp>\u003cem>Churniak swings and hits a slow bouncing ball toward the shortstop, the passage began. Haley comes in, fields it, and throws to first, but too late. Churniak is on first with a single, Johnson stayed on third. The next batter is Whitcomb, the Cougars’ left-fielder.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It turned out that prior knowledge of baseball made a huge difference in students’ ability to understand the text—more of a difference than their supposed reading level. The kids who knew little about baseball, including the “good” readers, all did poorly. And among those who knew a lot about baseball, the “good” readers and the “bad” readers all did well. In fact, the bad readers who knew a lot about baseball outperformed the good readers who didn’t.\u003c/p>\n\u003cp>In another study, researchers read preschoolers from mixed socioeconomic backgrounds a book about birds, a subject they had determined the higher-income kids already knew more about. When they tested comprehension, the wealthier children did significantly better. But then they read a story about a subject neither group knew anything about: made-up animals called \u003cem>wugs\u003c/em>. When prior knowledge was equalized, comprehension was essentially the same. In other words, the gap in comprehension wasn’t a gap in skills. It was a gap in knowledge.\u003c/p>\n\u003cp>The implication is clear: abstract “reading ability” is largely a mirage constructed by reading tests. A student’s ability to comprehend a text will vary depending on his familiarity with the subject; no degree of “skill” will help if he lacks the knowledge to understand it. While instruction in the early grades has focused on “learning to read” rather than “reading to learn,” educators have overlooked the fact that part of “learning to read” is acquiring knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">\u003cimg class=\"alignright wp-image-54059 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/THE-KNOWLEDGE-GAP-cover-art-2-e1565030189581.jpeg\" alt=\"\" width=\"300\" height=\"453\">\u003c/a>Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that \u003cem>some\u003c/em> instruction in \u003cem>some\u003c/em> comprehension strategies can be helpful for \u003cem>some\u003c/em> children, there’s no reason to believe it can turn struggling readers into accomplished ones.\u003c/p>\n\u003cp>That’s particularly true when it comes to nonfiction, which generally assumes more specialized background knowledge. To acquire the knowledge and vocabulary that will help them understand nonfiction, children need to do more than read a single book on a topic before skipping to another one while practicing how to identify text features or determine text structure. They need to stick with a topic for days or weeks, encountering the same vocabulary and concepts repeatedly so they will stick. Knowing how to identify a caption in a book about sea mammals is unlikely to help them understand a book about the solar system or the Civil War.\u003c/p>\n\u003cp>It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called “a knowledge party”—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t \u003cem>end\u003c/em> with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.\u003c/p>\n\u003cp>Children of wealthier and more educated parents may not be gaining much knowledge of the world at school, but they typically acquire more of it \u003cem>outside\u003c/em> school than their disadvantaged peers. And that often boosts their performance on tests. In countries that have a national curriculum, standardized tests can focus on the content required at each grade level. But in the United States, where schools are all teaching different things, test designers try to assess general reading ability by presenting students with passages on a range of subjects and asking multiple-choice questions. Many of these questions mirror the American approach to literacy\u003cbr>\ninstruction: What’s the main idea? What’s the author’s purpose? What inferences can you make?\u003c/p>\n\u003cp>Test designers also attempt to compensate for the inevitable variation in students’ background knowledge. Students living in the West might happen to know more about the Rocky Mountains, while those in the South might know more about hurricanes. So the tests might include one passage on each topic. But kids with less overall knowledge and vocabulary are always at a disadvantage. While the tests purport to measure skills, it’s impossible for students to demonstrate those skills if they haven’t understood the text in the first place.\u003c/p>\n\u003cp>The bottom line is that the test-score gap is, at its heart, a knowledge gap. The theory behind skills-focused instruction is that if students read enough, diligently practicing their skills, they will gradually advance from one level to the next, and their test scores will improve.\u003c/p>\n\u003cp>But there’s little evidence to support that theory. Often, difficulties begin to emerge in fourth grade, when children are confronted with nonfiction and texts that use more sophisticated vocabulary. At high-poverty schools, it’s not unusual to find eleventh- and twelfth-graders reading at fifth- or sixth- grade levels. In many cases, they continue to be assigned texts at their individual levels rather than at the levels expected for their grade—the levels that most of their more affluent peers have reached.\u003c/p>\n\u003cp>“Leveled texts,” one reading expert has observed, “lead to leveled lives.”\u003c/p>\n\u003cp>It’s not that educators are unaware of the importance of knowledge and vocabulary. One frequently taught reading comprehension strategy is “activating prior knowledge.” If the story is about a trip on an airplane, for example, the teacher might ask kids if they’ve ever taken one. And if a text assumes knowledge many students don’t have, he might quickly supply it. But that kind of on the spot injection of information is unlikely to stick without reinforcement.\u003c/p>\n\u003cp>Teachers are more likely to be aware of the need to build students’ vocabulary rather than their knowledge; those gaps are more obvious, and more research has been done on the importance of vocabulary to comprehension. To be sure, it’s important to focus on words that are used frequently in academic writing but are unlikely to be acquired through spoken language—words like \u003cem>merchant\u003c/em>, \u003cem>fortunate\u003c/em>, and \u003cem>benevolent\u003c/em>. But it’s impossible to equip children with all the vocabulary they need by teaching it to them directly.\u003c/p>\n\u003cp>During the first several years of schooling, children add eight words a day to their vocabularies, on average; the only way to expand vocabulary that quickly is to expand knowledge. A single word is often just the tip of an iceberg of concepts and meanings, inseparable from the knowledge in which it is embedded. If you understand the word \u003cem>oar\u003c/em>, for example, you’re probably also familiar with the concepts of rowboats and paddling.\u003c/p>\n\u003cp>But building knowledge is trickier than teaching vocabulary. Teachers sometimes overestimate what children already know: I watched a class of second-graders struggle for half an hour through a text about slavery before their teacher realized they didn’t understand the word \u003cem>slavery\u003c/em>. Kindergarteners in one low-income community had an average score in the fifth percentile on a vocabulary test, which reflected their inability to identify pictures showing the meanings of words like \u003cem>penguin\u003c/em>, \u003cem>sewing\u003c/em>, or \u003cem>parachute\u003c/em>, and educators have told me of students who don’t know simple words like \u003cem>behind\u003c/em> and \u003cem>bead\u003c/em>.\u003c/p>\n\u003cp>At the same time, teachers can \u003cem>underestimate\u003c/em> students’ capabilities. In addition to limiting children to books at their supposed levels, they may explain an entire text in simple language before reading it aloud, thus depriving students of the chance to wrest meaning from complex language themselves.\u003c/p>\n\u003cp>“I believe what everybody believes,” said one fifth grade teacher at a high-poverty school in Nevada. “I don’t mean to believe it, but it gets into you—this idea that certain learners are less capable of engaging with certain content. And I think that we’ve been making a lot of mistakes based in compassion for our students . . . We make this great effort to smooth the road for them.”\u003c/p>\n\u003cp>After experimenting with a text she was sure would be too challenging for her students—and being surprised by how well they did—she came to realize that she’d been doing them a disservice. “Unless they learn to navigate the bumps,” she said, “we’re not teaching them to be thinkers or readers.”\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>\u003ca href=\"https://nataliewexler.com/\">\u003cimg class=\"alignleft size-full wp-image-54056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg\" alt=\"\" width=\"273\" height=\"322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg 273w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253-160x189.jpeg 160w\" sizes=\"(max-width: 273px) 100vw, 273px\">Natalie Wexler\u003c/a> is an education journalist whose work has appeared in the New York Times, The Atlantic, The Washington Post and other publications. She coauthor, with Judith C. Hochman, of\u003ca href=\"https://nataliewexler.com/the-writing-revolution/\"> The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades.\u003c/a> You can follow her at \u003ca href=\"https://twitter.com/natwexler\">@natwexler\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_179","mindshift_20784","mindshift_1040","mindshift_550","mindshift_21128","mindshift_21254","mindshift_883","mindshift_291"],"featImg":"mindshift_54061","label":"mindshift"},"mindshift_51680":{"type":"posts","id":"mindshift_51680","meta":{"index":"posts_1591205157","site":"mindshift","id":"51680","score":null,"sort":[1531808833000]},"guestAuthors":[],"slug":"heat-making-you-lethargic-research-shows-it-can-slow-your-brain-too","title":"Heat Making You Lethargic? Research Shows It Can Slow Your Brain, Too","publishDate":1531808833,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Can't cool off this summer? Heat waves can slow us down in ways we may not realize.\u003c/p>\n\u003cp>New research suggests heat stress can muddle our thinking, making simple math a little harder to do.\u003c/p>\n\u003cp>\"There's evidence that our brains are susceptible to temperature abnormalities,\" says \u003ca href=\"https://www.hsph.harvard.edu/joseph-allen/\">Joe Allen\u003c/a>, co-director of the \u003ca href=\"https://www.hsph.harvard.edu/c-change/\">Center for Climate, Health and the Global Environment\u003c/a> at Harvard University. And as the climate changes, temperatures spike and \u003ca href=\"https://science2017.globalchange.gov/chapter/6/\">heat waves are more frequent\u003c/a>.\u003c/p>\n\u003cp>To learn more about how the heat influences young, healthy adults, Allen and his colleagues studied college students living in dorms during a summer heat wave in Boston.\u003c/p>\n\u003cp>Half of the students lived in buildings with central AC, where the indoor air temperature averaged 71 degrees. The other half lived in dorms with no AC, where air temperatures averaged almost 80 degrees.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In the morning, when they woke up, we pushed tests out to their cellphones,\" explains Allen. The students took two tests a day for 12 consecutive days.\u003c/p>\n\u003cp>One test, which included basic addition and subtraction, measured cognitive speed and memory. A second test assessed attention and processing speed.\u003c/p>\n\u003cp>\"We found that the students who were in the non-air-conditioned buildings actually had slower reaction times: 13 percent lower performance on basic arithmetic tests, and nearly a 10 percent reduction in the number of correct responses per minute,\" Allen explains.\u003c/p>\n\u003cp>The results, \u003ca href=\"http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002605\">published in PLOS Medicine\u003c/a>, may come as a surprise. \"I think it's a little bit akin to the frog in the boiling water,\" Allen says. There's a \"slow, steady — largely imperceptible — rise in temperature, and you don't realize it's having an impact on you.\"\u003c/p>\n\u003cp>The findings add to a growing body of evidence that documents the effect of heat on mental performance, both in schools and workplaces.\u003c/p>\n\u003cp>For instance, a 2006 study from researchers at the Lawrence Berkeley National Lab found that when office temperatures rise above the mid-70s, \u003ca href=\"https://indoor.lbl.gov/publications/effect-temperature-task-performance\">workers' performance begins to drop off\u003c/a>. Researchers reviewed multiple studies that evaluated performance on common office tasks\u003cem>.\u003c/em> The study found that worker productivity is highest at about 72 degrees. When temperatures exceeded the mid-80s, worker productivity decreased by about 9 percent.\u003c/p>\n\u003cp>Another, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0360132316304723\">more recent study\u003c/a> compared worker performance in green-certified buildings and typical office buildings. They found a dip in cognitive function linked to conditions in the indoor environment, including higher indoor temperatures and poor lighting.\u003c/p>\n\u003cp>And, when it comes to performance in the classroom, a study funded by the Harvard Environmental Economics Program finds that taking a standardized test on a very hot day is\u003ca href=\"https://scholar.harvard.edu/files/jisungpark/files/paper_nyc_aejep.pdf\"> linked to poorer performance\u003c/a>. The study includes an analysis of test scores from students in New York City who take a series of high-school exams called the Regents Exams.\u003c/p>\n\u003cp>The author, R. Jisung Park, assistant professor at the University of California, Los Angeles, writes that compared with a 72-degree day, \"taking an exam on a 90◦F day leads to a 10.9 percent lower likelihood of passing a particular subject (e.g. Algebra), which in turn affects probability of graduation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's still a lot to learn about how our brains and bodies respond to heat. \"We all tend to think we can compensate, we can do just fine\" during heat waves says Allen. But he says the \"evidence shows that the indoor temperature can have a dramatic impact on our ability to be productive and learn.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Heat+Making+You+Lethargic%3F+Research+Shows+It+Can+Slow+Your+Brain%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Hot weather can influence cognitive performance, according to new research. Young adults living in non-air-conditioned dorms during a heat wave performed worse on math and attention tests.","status":"publish","parent":0,"modified":1531808833,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":589},"headData":{"title":"Heat Making You Lethargic? Research Shows It Can Slow Your Brain, Too | KQED","description":"Hot weather can influence cognitive performance, according to new research. Young adults living in non-air-conditioned dorms during a heat wave performed worse on math and attention tests.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51680 https://ww2.kqed.org/mindshift/?p=51680","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/16/heat-making-you-lethargic-research-shows-it-can-slow-your-brain-too/","disqusTitle":"Heat Making You Lethargic? Research Shows It Can Slow Your Brain, Too","nprImageCredit":"Marcus Butt ","nprByline":"Allison Aubrey","nprImageAgency":" Ikon/Getty Images","nprStoryId":"628521596","nprApiLink":"http://api.npr.org/query?id=628521596&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2018/07/16/628521596/heat-making-you-lethargic-research-shows-it-can-slow-your-brain-too?ft=nprml&f=628521596","nprRetrievedStory":"1","nprPubDate":"Mon, 16 Jul 2018 12:56:00 -0400","nprStoryDate":"Mon, 16 Jul 2018 05:09:00 -0400","nprLastModifiedDate":"Mon, 16 Jul 2018 10:37:06 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/07/20180716_me_heat_making_you_lethargic_research_shows_it_can_slow_your_brain_too.mp3?orgId=1&topicId=1128&aggIds=629393286&d=241&p=3&story=628521596&ft=nprml&f=628521596","nprAudioM3u":"http://api.npr.org/m3u/1629362049-259269.m3u?orgId=1&topicId=1128&aggIds=629393286&d=241&p=3&story=628521596&ft=nprml&f=628521596","path":"/mindshift/51680/heat-making-you-lethargic-research-shows-it-can-slow-your-brain-too","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/07/20180716_me_heat_making_you_lethargic_research_shows_it_can_slow_your_brain_too.mp3?orgId=1&topicId=1128&aggIds=629393286&d=241&p=3&story=628521596&ft=nprml&f=628521596","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Can't cool off this summer? Heat waves can slow us down in ways we may not realize.\u003c/p>\n\u003cp>New research suggests heat stress can muddle our thinking, making simple math a little harder to do.\u003c/p>\n\u003cp>\"There's evidence that our brains are susceptible to temperature abnormalities,\" says \u003ca href=\"https://www.hsph.harvard.edu/joseph-allen/\">Joe Allen\u003c/a>, co-director of the \u003ca href=\"https://www.hsph.harvard.edu/c-change/\">Center for Climate, Health and the Global Environment\u003c/a> at Harvard University. And as the climate changes, temperatures spike and \u003ca href=\"https://science2017.globalchange.gov/chapter/6/\">heat waves are more frequent\u003c/a>.\u003c/p>\n\u003cp>To learn more about how the heat influences young, healthy adults, Allen and his colleagues studied college students living in dorms during a summer heat wave in Boston.\u003c/p>\n\u003cp>Half of the students lived in buildings with central AC, where the indoor air temperature averaged 71 degrees. The other half lived in dorms with no AC, where air temperatures averaged almost 80 degrees.\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>\"In the morning, when they woke up, we pushed tests out to their cellphones,\" explains Allen. The students took two tests a day for 12 consecutive days.\u003c/p>\n\u003cp>One test, which included basic addition and subtraction, measured cognitive speed and memory. A second test assessed attention and processing speed.\u003c/p>\n\u003cp>\"We found that the students who were in the non-air-conditioned buildings actually had slower reaction times: 13 percent lower performance on basic arithmetic tests, and nearly a 10 percent reduction in the number of correct responses per minute,\" Allen explains.\u003c/p>\n\u003cp>The results, \u003ca href=\"http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002605\">published in PLOS Medicine\u003c/a>, may come as a surprise. \"I think it's a little bit akin to the frog in the boiling water,\" Allen says. There's a \"slow, steady — largely imperceptible — rise in temperature, and you don't realize it's having an impact on you.\"\u003c/p>\n\u003cp>The findings add to a growing body of evidence that documents the effect of heat on mental performance, both in schools and workplaces.\u003c/p>\n\u003cp>For instance, a 2006 study from researchers at the Lawrence Berkeley National Lab found that when office temperatures rise above the mid-70s, \u003ca href=\"https://indoor.lbl.gov/publications/effect-temperature-task-performance\">workers' performance begins to drop off\u003c/a>. Researchers reviewed multiple studies that evaluated performance on common office tasks\u003cem>.\u003c/em> The study found that worker productivity is highest at about 72 degrees. When temperatures exceeded the mid-80s, worker productivity decreased by about 9 percent.\u003c/p>\n\u003cp>Another, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0360132316304723\">more recent study\u003c/a> compared worker performance in green-certified buildings and typical office buildings. They found a dip in cognitive function linked to conditions in the indoor environment, including higher indoor temperatures and poor lighting.\u003c/p>\n\u003cp>And, when it comes to performance in the classroom, a study funded by the Harvard Environmental Economics Program finds that taking a standardized test on a very hot day is\u003ca href=\"https://scholar.harvard.edu/files/jisungpark/files/paper_nyc_aejep.pdf\"> linked to poorer performance\u003c/a>. The study includes an analysis of test scores from students in New York City who take a series of high-school exams called the Regents Exams.\u003c/p>\n\u003cp>The author, R. Jisung Park, assistant professor at the University of California, Los Angeles, writes that compared with a 72-degree day, \"taking an exam on a 90◦F day leads to a 10.9 percent lower likelihood of passing a particular subject (e.g. Algebra), which in turn affects probability of graduation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's still a lot to learn about how our brains and bodies respond to heat. \"We all tend to think we can compensate, we can do just fine\" during heat waves says Allen. But he says the \"evidence shows that the indoor temperature can have a dramatic impact on our ability to be productive and learn.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Heat+Making+You+Lethargic%3F+Research+Shows+It+Can+Slow+Your+Brain%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51680/heat-making-you-lethargic-research-shows-it-can-slow-your-brain-too","authors":["byline_mindshift_51680"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_20784","mindshift_1040","mindshift_883","mindshift_291","mindshift_21094"],"featImg":"mindshift_51681","label":"mindshift"},"mindshift_51223":{"type":"posts","id":"mindshift_51223","meta":{"index":"posts_1591205157","site":"mindshift","id":"51223","score":null,"sort":[1526324969000]},"guestAuthors":[],"slug":"can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","publishDate":1526324969,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was 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://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","status":"publish","parent":0,"modified":1526324969,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2801},"headData":{"title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores? | KQED","description":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51223 https://ww2.kqed.org/mindshift/?p=51223","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/14/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores/","disqusTitle":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","nprByline":"\u003ca href=\"http://hechingerreport.org/author/amadou-diallo\">Amadou Diallo\u003c/a>","path":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\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>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\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 project-based learning \u003c/em>\u003cem>was 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://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","authors":["byline_mindshift_51223"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_256","mindshift_956","mindshift_883"],"featImg":"mindshift_51228","label":"mindshift"},"mindshift_51137":{"type":"posts","id":"mindshift_51137","meta":{"index":"posts_1591205157","site":"mindshift","id":"51137","score":null,"sort":[1524810038000]},"guestAuthors":[],"slug":"study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity","title":"Study: Colleges That Ditch The SAT And ACT Can Enhance Diversity","publishDate":1524810038,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are now well over 1,000 colleges and universities that don't require SAT or ACT scores in deciding whom to admit, a number that's growing every year. And a new study finds that scores on those tests are of little value in predicting students' performance in college, and raises the question: Should those tests be required at all?\u003c/p>\n\u003cp>Colleges that have gone \"test optional\" enroll — and graduate — a higher proportion of low-income and first generation-students, and more students from diverse backgrounds, the researchers found in the study, \u003ca href=\"https://www.nacacnet.org/HowTest-OptionalWorks\">Defining Access: How Test-Optional Works\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\"Our research clearly demonstrates that these students graduate often at a higher rate,\" said Steve Syverson, an assistant vice chancellor at the University of Washington Bothell, and co-author of the study.\u003c/p>\n\u003cp>\"When a college considers going test-optional, one of the first reactions that people, including alumni, feel is that the college will be admitting less qualified students,\" he added. Syverson says the study should reassure admissions officials who've decided to go test-optional.\u003c/p>\n\u003cp>Syverson and his team of researchers studied 28 public and private institutions that no longer require test scores, and tracked about 956,000 individual student records.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students like Ian Haimowitz, a sophomore at George Washington University, a test-optional school in Washington D.C.\u003c/p>\n\u003cp>He says in the beginning, he felt like a fish out of water.\u003c/p>\n\u003cp>\"I know for a fact I'm the first Nicaraguan-American, the first Latino, the first Jewish Latino that a lot of kids meet,\" he says.\u003c/p>\n\u003cp>He adds that when he arrived at GW, he looked around and asked himself, \"What am I doing here with kids who went to private schools and got the best education possible?\"\u003c/p>\n\u003cp>It was a very different world than he grew up in back in New Mexico.\u003c/p>\n\u003cp>\"I remember my freshman year of high school, I didn't have a math teacher. Maybe that's why you see in my test score that I didn't have a good grounding in math. But I believed my potential was still there.\"\u003c/p>\n\u003cp>Ian was a straight-A student in high school, but his SAT scores were so low he didn't think any top tier school would accept him. He says not having to submit his test scores opened the doors to a top selective school.\u003c/p>\n\u003cp>This year, George Washington received about 26,500 undergraduate applications from all over the country. Close to 20 percent did not submit their test scores, which GW says has helped enroll more students from diverse backgrounds.\u003c/p>\n\u003cp>Still, some researchers question the impact that test-optional admissions policies have had on schools.\u003c/p>\n\u003cp>Jack Buckley, a senior vice president at the American Institutes for Research, notes that while diversity improved at schools that have gone test-optional, that also happened \"at the same rate among those that didn't.\"\u003c/p>\n\u003cp>In other words, says Buckley, test-optional schools are not more effective in enrolling minorities than schools that still require test scores.\u003c/p>\n\u003cp>Syverson says that's not what the evidence in his study is showing. \"We certainly are not arguing that everyone should abolish test scores,\" he says. \"Test scores do have some value.\"\u003c/p>\n\u003cp>Syverson insists that his study shows that tests can be an obstacle not just for students who don't test well, but for students from under-served, under-represented populations.\u003c/p>\n\u003cp>More importantly, he adds, you can admit pretty good students by looking at something other than test scores.\u003c/p>\n\u003cp>That's been the experience at George Washington University. \"Our experience is actually that (students') high school performance predicts college performance extremely well,\" says Forrest Maltzman, the university's provost and chief academic officer.\u003c/p>\n\u003cp>Maltzman says that whatever helped students be successful in high school tends to work for them in college: \"Standardized tests don't get at that.\"\u003c/p>\n\u003cp>Two years worth of data show that students who got into GW with high test scores performed no better as freshman and sophomores than those who got in without submitting their test scores, he says.\u003c/p>\n\u003cp>\"The added value of test scores in predicting performance today is really very very minimal,\" Maltzman argues. \"The best thing these tests match up with is actually family income.\"\u003c/p>\n\u003cp>And that, says Syverson, is consistent with his team's findings. Still, he cautions that test optional policies are no panacea. They're just another way to make college more accessible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our study clearly supports the notion that if an institution wants to do a better job serving traditionally under-served populations, test optional (policies) can provide a very useful tool.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study%3A+Colleges+That+Ditch+The+SAT+And+ACT+Can+Enhance+Diversity+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new study confirms what some researchers have been saying for decades — standardized tests have little or no value in predicting students' success in college. So why do institutions use them?","status":"publish","parent":0,"modified":1524810038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":779},"headData":{"title":"Study: Colleges That Ditch The SAT And ACT Can Enhance Diversity | KQED","description":"A new study confirms what some researchers have been saying for decades — standardized tests have little or no value in predicting students' success in college. So why do institutions use them?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51137 https://ww2.kqed.org/mindshift/?p=51137","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/26/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity/","disqusTitle":"Study: Colleges That Ditch The SAT And ACT Can Enhance Diversity","nprImageCredit":"LA Johnson","nprByline":"Claudio Sanchez","nprImageAgency":"NPR","nprStoryId":"604875394","nprApiLink":"http://api.npr.org/query?id=604875394&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/04/26/604875394/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity?ft=nprml&f=604875394","nprRetrievedStory":"1","nprPubDate":"Thu, 26 Apr 2018 09:33:00 -0400","nprStoryDate":"Thu, 26 Apr 2018 06:12:00 -0400","nprLastModifiedDate":"Thu, 26 Apr 2018 09:33:18 -0400","path":"/mindshift/51137/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are now well over 1,000 colleges and universities that don't require SAT or ACT scores in deciding whom to admit, a number that's growing every year. And a new study finds that scores on those tests are of little value in predicting students' performance in college, and raises the question: Should those tests be required at all?\u003c/p>\n\u003cp>Colleges that have gone \"test optional\" enroll — and graduate — a higher proportion of low-income and first generation-students, and more students from diverse backgrounds, the researchers found in the study, \u003ca href=\"https://www.nacacnet.org/HowTest-OptionalWorks\">Defining Access: How Test-Optional Works\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\"Our research clearly demonstrates that these students graduate often at a higher rate,\" said Steve Syverson, an assistant vice chancellor at the University of Washington Bothell, and co-author of the study.\u003c/p>\n\u003cp>\"When a college considers going test-optional, one of the first reactions that people, including alumni, feel is that the college will be admitting less qualified students,\" he added. Syverson says the study should reassure admissions officials who've decided to go test-optional.\u003c/p>\n\u003cp>Syverson and his team of researchers studied 28 public and private institutions that no longer require test scores, and tracked about 956,000 individual student records.\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>Students like Ian Haimowitz, a sophomore at George Washington University, a test-optional school in Washington D.C.\u003c/p>\n\u003cp>He says in the beginning, he felt like a fish out of water.\u003c/p>\n\u003cp>\"I know for a fact I'm the first Nicaraguan-American, the first Latino, the first Jewish Latino that a lot of kids meet,\" he says.\u003c/p>\n\u003cp>He adds that when he arrived at GW, he looked around and asked himself, \"What am I doing here with kids who went to private schools and got the best education possible?\"\u003c/p>\n\u003cp>It was a very different world than he grew up in back in New Mexico.\u003c/p>\n\u003cp>\"I remember my freshman year of high school, I didn't have a math teacher. Maybe that's why you see in my test score that I didn't have a good grounding in math. But I believed my potential was still there.\"\u003c/p>\n\u003cp>Ian was a straight-A student in high school, but his SAT scores were so low he didn't think any top tier school would accept him. He says not having to submit his test scores opened the doors to a top selective school.\u003c/p>\n\u003cp>This year, George Washington received about 26,500 undergraduate applications from all over the country. Close to 20 percent did not submit their test scores, which GW says has helped enroll more students from diverse backgrounds.\u003c/p>\n\u003cp>Still, some researchers question the impact that test-optional admissions policies have had on schools.\u003c/p>\n\u003cp>Jack Buckley, a senior vice president at the American Institutes for Research, notes that while diversity improved at schools that have gone test-optional, that also happened \"at the same rate among those that didn't.\"\u003c/p>\n\u003cp>In other words, says Buckley, test-optional schools are not more effective in enrolling minorities than schools that still require test scores.\u003c/p>\n\u003cp>Syverson says that's not what the evidence in his study is showing. \"We certainly are not arguing that everyone should abolish test scores,\" he says. \"Test scores do have some value.\"\u003c/p>\n\u003cp>Syverson insists that his study shows that tests can be an obstacle not just for students who don't test well, but for students from under-served, under-represented populations.\u003c/p>\n\u003cp>More importantly, he adds, you can admit pretty good students by looking at something other than test scores.\u003c/p>\n\u003cp>That's been the experience at George Washington University. \"Our experience is actually that (students') high school performance predicts college performance extremely well,\" says Forrest Maltzman, the university's provost and chief academic officer.\u003c/p>\n\u003cp>Maltzman says that whatever helped students be successful in high school tends to work for them in college: \"Standardized tests don't get at that.\"\u003c/p>\n\u003cp>Two years worth of data show that students who got into GW with high test scores performed no better as freshman and sophomores than those who got in without submitting their test scores, he says.\u003c/p>\n\u003cp>\"The added value of test scores in predicting performance today is really very very minimal,\" Maltzman argues. \"The best thing these tests match up with is actually family income.\"\u003c/p>\n\u003cp>And that, says Syverson, is consistent with his team's findings. Still, he cautions that test optional policies are no panacea. They're just another way to make college more accessible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our study clearly supports the notion that if an institution wants to do a better job serving traditionally under-served populations, test optional (policies) can provide a very useful tool.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study%3A+Colleges+That+Ditch+The+SAT+And+ACT+Can+Enhance+Diversity+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51137/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity","authors":["byline_mindshift_51137"],"categories":["mindshift_192"],"tags":["mindshift_20733","mindshift_20610","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_464","mindshift_883"],"featImg":"mindshift_51138","label":"mindshift"},"mindshift_50777":{"type":"posts","id":"mindshift_50777","meta":{"index":"posts_1591205157","site":"mindshift","id":"50777","score":null,"sort":[1521091337000]},"guestAuthors":[],"slug":"how-to-find-a-school-your-kids-will-love-and-that-you-will-too","title":"How To Find A School Your Kids Will Love (And That You Will, Too)","publishDate":1521091337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","status":"publish","parent":0,"modified":1521091337,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1397},"headData":{"title":"How To Find A School Your Kids Will Love (And That You Will, Too) | KQED","description":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50777 https://ww2.kqed.org/mindshift/?p=50777","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/14/how-to-find-a-school-your-kids-will-love-and-that-you-will-too/","disqusTitle":"How To Find A School Your Kids Will Love (And That You Will, Too)","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"592860859","nprApiLink":"http://api.npr.org/query?id=592860859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/14/592860859/how-to-find-a-school-your-kids-will-love-and-that-you-will-too?ft=nprml&f=592860859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Mar 2018 11:31:00 -0400","nprStoryDate":"Wed, 14 Mar 2018 06:02:12 -0400","nprLastModifiedDate":"Wed, 14 Mar 2018 11:31:53 -0400","path":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\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>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\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 a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","authors":["byline_mindshift_50777"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_238","mindshift_883"],"featImg":"mindshift_50778","label":"mindshift"},"mindshift_45142":{"type":"posts","id":"mindshift_45142","meta":{"index":"posts_1591205157","site":"mindshift","id":"45142","score":null,"sort":[1463661704000]},"guestAuthors":[],"slug":"when-students-have-cash-rewards-for-tests-what-gets-left-out","title":"When Students Have Cash Rewards For Tests, What Gets Left Out?","publishDate":1463661704,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Let's pretend I asked you to run a mile as fast as you can.\u003c/p>\n\u003cp>Now let's pretend I asked you to run a mile as fast as you can, and if you broke nine minutes, you'd get $90.\u003c/p>\n\u003cp>Which mile do you think would be faster?\u003c/p>\n\u003cp>A \u003ca href=\"https://works.bepress.com/jeffrey_livingston/19/\">new study suggests\u003c/a> that students taking a test behave like you or me: They do better with a little incentive. Dollars and cents, that is.\u003c/p>\n\u003cp>Jeff Livingston, the lead author of the study, is a professor of economics at Bentley University in Waltham, Mass. He also happens to be the husband of a high-school teacher, which makes him privy to a lot of discussion about the impact of high-stakes tests on the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I hear my wife and other teacher friends express concerns all the time about teacher evaluation systems which use standardized tests as part of the metric,\" he says. \"They constantly worry that such tests do not accurately measure what their students have learned.\"\u003c/p>\n\u003cp>Livingston set up a randomized, controlled trial. He reasoned that, if test performance increased substantially with a cash incentive, that would mean that typical standardized tests, given without the bonus, don't measure what students really know.\u003c/p>\n\u003cp>His subjects were students in nine middle and elementary schools in Chicago Heights, Ill. They were judged, based on previous performance, to be at risk of scoring below the passing mark on state reading and math tests.\u003c/p>\n\u003cp>The students were given a baseline test, then offered a tutor for about nine weeks. In various conditions of the study, a $90 reward was offered to children, their parents or their tutors, or was split among them.\u003c/p>\n\u003cp>At the end of the trial period, students took a \"probe:\" a test with about 20 questions. They were repeatedly reminded by their tutors, including right before taking the test, about the reward.\u003c/p>\n\u003cp>The test was given within a week of an official district test covering the same material, to which no incentives were attached.\u003c/p>\n\u003cp>Sure enough, students scored \"substantially better\" on the tests for which they, their tutor or their parent stood to gain. The effect size was relatively large, between 0.3 and 0.5 standard deviations.\u003c/p>\n\u003cp>The incentives had the most consistent impact on the easiest exam questions. This suggested that the improvement came from students simply trying a bit harder while taking the test and maybe double-checking their answers.\u003c/p>\n\u003cp>So, what does this study really tell us?\u003c/p>\n\u003cp>There's a whole body of research on the idea of paying students to work harder in school and get better grades. Harvard's \u003ca href=\"http://www.nber.org/papers/w15898\">Roland G. Fryer Jr.\u003c/a> is most associated with this work. His research shows a range of outcomes, but quite small results on average.\u003c/p>\n\u003cp>Steven Levitt, of the University of Chicago and \u003cem>Freakonomics\u003c/em> fame,\u003ca href=\"http://freakonomics.com/2012/06/26/bribing-kids-to-try-on-tests/\"> has also done an experiment\u003c/a> showing test score improvement with immediate rewards. But again, this seems to work best as a short-term intervention, not something that can improve school performance over the long haul.\u003c/p>\n\u003cp>In fact, psychology research suggests that paying students to do well in school could be counterproductive. It creates what is called \"extrinsic,\" or external, motivation, which can paradoxically reduce students' intrinsic, or internal, motivations.\u003c/p>\n\u003cp>Douglas Harris, the director of the Education Research Alliance for New Orleans, has conducted his own research on financial incentives in education. He says, \"in general, I'd be leery of drawing real-world implications from carefully crafted experiments.\"\u003c/p>\n\u003cp>Livingston did intend his study to have a real-world implication, though. Remember, he set out to investigate whether high-stakes tests are accurate measures of what students know — for the purposes of evaluating teachers as well as students.\u003c/p>\n\u003cp>Value-added measurement of teacher performance is a pretty hot topic in education policy these days.\u003c/p>\n\u003cp>A teacher is currently suing U.S. Education Secretary John B. King Jr., formerly the top education official in New York State, over what she argues is the unfairness of these value-added measures. A New York State Supreme Court judge \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2016/05/10/judge-calls-evaluation-of-n-y-teacher-arbitrary-and-capricious-in-case-against-new-u-s-secretary-of-education/\">ruled in her favor \u003c/a>earlier this month, calling her rating \"arbitrary\" and \"capricious.\"\u003c/p>\n\u003cp>Does the result that students respond to incentives on standardized tests undermine the premise of rating teachers based on changes in test scores?\u003c/p>\n\u003cp>Harris says, not necessarily. Remember, value-added is based on comparing students' scores on two tests taken at different times. If the students aren't given any special incentive on either test, then any bias in the results would at least partly cancel out.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, says Harris, the basic result of Livingston's study does suggest something we have a lot of evidence about: the importance of student motivation. It's an \"interesting angle,\" on the notion that \"student scores are driven by factors beyond their own skills and knowledge.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Paying+Students+May+Raise+Test+Scores%2C+But+The+Lesson+Is+Not+Over&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A research finding may have implications for attaching stakes to standardized tests. It also brings up questions about motivation — for tomorrow's test and for the rest of the students' education.","status":"publish","parent":0,"modified":1463661785,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":811},"headData":{"title":"When Students Have Cash Rewards For Tests, What Gets Left Out? | KQED","description":"A research finding may have implications for attaching stakes to standardized tests. It also brings up questions about motivation — for tomorrow's test and for the rest of the students' education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45142 http://ww2.kqed.org/mindshift/?p=45142","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/19/when-students-have-cash-rewards-for-tests-what-gets-left-out/","disqusTitle":"When Students Have Cash Rewards For Tests, What Gets Left Out?","nprByline":"Anya Kamenetz","nprImageAgency":"Mai Ly Degnan for NPR","nprStoryId":"477638689","nprApiLink":"http://api.npr.org/query?id=477638689&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/05/19/477638689/paying-students-may-raise-test-scores-but-the-lesson-is-not-over?ft=nprml&f=477638689","nprRetrievedStory":"1","nprPubDate":"Thu, 19 May 2016 06:55:00 -0400","nprStoryDate":"Thu, 19 May 2016 06:55:26 -0400","nprLastModifiedDate":"Thu, 19 May 2016 06:55:26 -0400","path":"/mindshift/45142/when-students-have-cash-rewards-for-tests-what-gets-left-out","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Let's pretend I asked you to run a mile as fast as you can.\u003c/p>\n\u003cp>Now let's pretend I asked you to run a mile as fast as you can, and if you broke nine minutes, you'd get $90.\u003c/p>\n\u003cp>Which mile do you think would be faster?\u003c/p>\n\u003cp>A \u003ca href=\"https://works.bepress.com/jeffrey_livingston/19/\">new study suggests\u003c/a> that students taking a test behave like you or me: They do better with a little incentive. Dollars and cents, that is.\u003c/p>\n\u003cp>Jeff Livingston, the lead author of the study, is a professor of economics at Bentley University in Waltham, Mass. He also happens to be the husband of a high-school teacher, which makes him privy to a lot of discussion about the impact of high-stakes tests on the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I hear my wife and other teacher friends express concerns all the time about teacher evaluation systems which use standardized tests as part of the metric,\" he says. \"They constantly worry that such tests do not accurately measure what their students have learned.\"\u003c/p>\n\u003cp>Livingston set up a randomized, controlled trial. He reasoned that, if test performance increased substantially with a cash incentive, that would mean that typical standardized tests, given without the bonus, don't measure what students really know.\u003c/p>\n\u003cp>His subjects were students in nine middle and elementary schools in Chicago Heights, Ill. They were judged, based on previous performance, to be at risk of scoring below the passing mark on state reading and math tests.\u003c/p>\n\u003cp>The students were given a baseline test, then offered a tutor for about nine weeks. In various conditions of the study, a $90 reward was offered to children, their parents or their tutors, or was split among them.\u003c/p>\n\u003cp>At the end of the trial period, students took a \"probe:\" a test with about 20 questions. They were repeatedly reminded by their tutors, including right before taking the test, about the reward.\u003c/p>\n\u003cp>The test was given within a week of an official district test covering the same material, to which no incentives were attached.\u003c/p>\n\u003cp>Sure enough, students scored \"substantially better\" on the tests for which they, their tutor or their parent stood to gain. The effect size was relatively large, between 0.3 and 0.5 standard deviations.\u003c/p>\n\u003cp>The incentives had the most consistent impact on the easiest exam questions. This suggested that the improvement came from students simply trying a bit harder while taking the test and maybe double-checking their answers.\u003c/p>\n\u003cp>So, what does this study really tell us?\u003c/p>\n\u003cp>There's a whole body of research on the idea of paying students to work harder in school and get better grades. Harvard's \u003ca href=\"http://www.nber.org/papers/w15898\">Roland G. Fryer Jr.\u003c/a> is most associated with this work. His research shows a range of outcomes, but quite small results on average.\u003c/p>\n\u003cp>Steven Levitt, of the University of Chicago and \u003cem>Freakonomics\u003c/em> fame,\u003ca href=\"http://freakonomics.com/2012/06/26/bribing-kids-to-try-on-tests/\"> has also done an experiment\u003c/a> showing test score improvement with immediate rewards. But again, this seems to work best as a short-term intervention, not something that can improve school performance over the long haul.\u003c/p>\n\u003cp>In fact, psychology research suggests that paying students to do well in school could be counterproductive. It creates what is called \"extrinsic,\" or external, motivation, which can paradoxically reduce students' intrinsic, or internal, motivations.\u003c/p>\n\u003cp>Douglas Harris, the director of the Education Research Alliance for New Orleans, has conducted his own research on financial incentives in education. He says, \"in general, I'd be leery of drawing real-world implications from carefully crafted experiments.\"\u003c/p>\n\u003cp>Livingston did intend his study to have a real-world implication, though. Remember, he set out to investigate whether high-stakes tests are accurate measures of what students know — for the purposes of evaluating teachers as well as students.\u003c/p>\n\u003cp>Value-added measurement of teacher performance is a pretty hot topic in education policy these days.\u003c/p>\n\u003cp>A teacher is currently suing U.S. Education Secretary John B. King Jr., formerly the top education official in New York State, over what she argues is the unfairness of these value-added measures. A New York State Supreme Court judge \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2016/05/10/judge-calls-evaluation-of-n-y-teacher-arbitrary-and-capricious-in-case-against-new-u-s-secretary-of-education/\">ruled in her favor \u003c/a>earlier this month, calling her rating \"arbitrary\" and \"capricious.\"\u003c/p>\n\u003cp>Does the result that students respond to incentives on standardized tests undermine the premise of rating teachers based on changes in test scores?\u003c/p>\n\u003cp>Harris says, not necessarily. Remember, value-added is based on comparing students' scores on two tests taken at different times. If the students aren't given any special incentive on either test, then any bias in the results would at least partly cancel out.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, says Harris, the basic result of Livingston's study does suggest something we have a lot of evidence about: the importance of student motivation. It's an \"interesting angle,\" on the notion that \"student scores are driven by factors beyond their own skills and knowledge.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Paying+Students+May+Raise+Test+Scores%2C+But+The+Lesson+Is+Not+Over&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45142/when-students-have-cash-rewards-for-tests-what-gets-left-out","authors":["byline_mindshift_45142"],"categories":["mindshift_20827"],"tags":["mindshift_20784","mindshift_1040","mindshift_20772","mindshift_883","mindshift_20557"],"featImg":"mindshift_45143","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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