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Is All This Student Data Changing the Way Teachers Teach?
Tracking Students' Grades Minute-By-Minute: Help or Hindrance?
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Flanagan","firstName":"Linda","lastName":"Flanagan","slug":"lindaflan","email":"lindaflan@comcast.net","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. 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Francesca Segre/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. But \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">questions of privacy\u003c/a> aside, how it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.\u003c/p>\n\u003cp>For example, for Amy Walker, who teaches Spanish in a small, rural, low-income school in Marionville, Missouri, says using data can be helpful, but she’s leery of relying too heavily on it.\u003c/p>\n\u003cp>\"There is a place for data, but it can be overrated,” she says. “If you only use data, you're overlooking the humanity of the students.\"\u003c/p>\n\u003cp>Likewise, another educator raises a similar concern. “What then, you may be wondering, does a teacher do to assess a student's learning? Easy: We look, we listen, we give regular quizzes and tests to see what a child has retained. We confer with children, we ask them what will interest them, what will make them tick and want to keep working hard at school,” writes commenter Dave in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">an article about storing student data\u003c/a>.\u003c/p>\n\u003cp>But educators who do embrace data-driven teaching report that using data adds one more tool to their existing teaching tool chest, allowing them to help students in more specific areas of need.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Of the hundreds of educational apps and software programs on the market, most fall into three categories: analytical, motivational and instructional tools. And of these, many cross over and serve more than one purpose.\u003c/p>\n\u003cp>\u003cstrong>Pinpointing Student Needs\u003c/strong>\u003c/p>\n\u003cp>At Roosevelt Elementary School in the small, affluent San Francisco suburb of Burlingame, Calif., teacher Angelique Barry gives students short reading assessments, and uses \u003ca href=\"https://dibels.uoregon.edu/\" target=\"_blank\">DIBELS literacy software\u003c/a>, an analytical tool, to determine precisely where a child needs help. As an intervention specialist, she checks the analytics daily, then circulates between classrooms giving extra instruction to kids who need it.\u003c/p>\n\u003cp>“The data allows me to hone in on what specific area the student needs,” she says. “Instead of just saying ‘Johnny’s not a good reader,’ well, what makes Johnny not a good reader? Is it his fluency? His comprehension? His decoding?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables.”\u003c/aside>\n\u003cp>Barry says the numbers allow her to group children with similar needs together and come up with diagnoses and solutions without subjective input from teachers or parents.\u003c/p>\n\u003cp>“It takes the narrative out of a teacher’s story about Johnny. Whatever he comes to the table with – behavior, family or whatever. That might be a different part of what Johnny needs, but he doesn’t need reading help,” she says.\u003c/p>\n\u003cp>Down the hall, third-grade teacher Christy Novack says the \u003ca href=\"http://www.redschoolhouse.com/\" target=\"_blank\">OARS program\u003c/a>, which stores assessment scores and tracks alignment to Common Core standards, helps her communicate with parents.\u003cem> “\u003c/em>I can say a child is fine, but if I’m not showing data, it’s hard to convince a parent.” Novack, who has been a teacher for 14 years, says she already knows which children need help, but that the analytical software pinpoints specific needs more precisely than she can -- and it removes subjectivity. “How I perceive something is not how another teacher perceives something,” she says. “If I have data, we can examine it.”\u003c/p>\n\u003cp>But does having access to student data have a real impact on learning? “It’s hard to attribute student growth to any one factor, there are so many variables,” says Daniel R. Venables, author of \u003ca href=\"http://www.ascd.org/publications/books/114007/chapters/Introduction.aspx\">How Teachers Can Turn Data into Action\u003c/a>. But he says, “If we don't use data, we are left to rely on our hunches for making important instructional decisions.”\u003c/p>\n\u003cp>\u003cstrong>Can Software Really Teach?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Roosevelt Elementary in Burlingame is piloting an instructional – or prescriptive – software tool called \u003ca href=\"http://www.ixl.com/\" target=\"_blank\">iXL\u003c/a>, which provides homework exercises aligned with the Common Core. Students can log into the iXL program from home and a teacher can get an analysis of the student’s homework right away.\u003c/p>\n\u003cp>Third-grade teacher Megan Horan says she likes using the software program because “it tracks how they’re doing and adjusts the problems accordingly. If they keep missing a certain type of problem, it makes it a little easier; if they’re excelling, it makes it more challenging. So it’s not everyone doing the exact same things.” The program awards students virtual medals when they achieve certain levels and parents are emailed decorated certificates with messages like, “Congratulations! John has answered 200 math problems!”\u003c/p>\n\u003cfigure id=\"attachment_35985\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10492_IMG_3241-sfi-300x225.jpg\" alt=\"Francesca Segre/MindShift\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>While some may argue online practice and certificates are the equivalent of decorated certificates, Horan says the fact that it's online is capturing students' attention. “There’s a lot of buy-in from the kids,” she says.\u003c/p>\n\u003cp>For Novack, the other third-grade teacher at Roosevelt, moderation in using data is key. Novack gives kids access to the iXL program about two hours a month during class time. “You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables,” she says. “It’s a supplement. You’re not replacing teaching.”\u003c/p>\n\u003cp>But at Mendez High School in Los Angeles, a school serving low-income kids, reality buffs the shine out of instructional software. Math teacher Geovanni Arellano says he tried assigning online homework using \u003ca href=\"http://web.stmath.com/\" target=\"_blank\">ST Math\u003c/a>, but less than half of the students ever logged in. “A few had legitimate reasons, like ‘I don’t have a laptop at home,’” Arellano said. Other students only have internet access on their mobile phones but there was no phone app for ST Math, a format problem echoed by other teachers seeking educational software access for low-income students. And when it comes to using instructional software in class, he rarely has enough working computers to go around. Unlike third graders, Arellano finds high schoolers aren’t impressed by the tech, and when kids do get a chance to get online, they often wander away from the instructional sites.\u003c/p>\n\u003cp>\u003cstrong>Creativity With Software\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While online homework and exercises aren’t proving effective with Arellano’s classroom full of high school students, he’s finding that a combination of access to learning software, real-time data and including his students in analyzing the data motivates his students.\u003c/p>\n\u003cp>Arellano teaches Algebra 1 to teens who didn’t take or pass the class in eighth grade. “All of my students have experienced failure in math. They hate math, so motivation is a big piece of it,” says Arellano. “I have to look for a lot of teaching strategies to get their attention.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"a21b6435f2a0801596e6a06f7582fe0e\"]\u003c/p>\n\u003cp>Almost every week, Arellano gives the students a quiz, and when they’re done, they immediately scan their bubble sheets into an Illuminate analytical program on Arellano’s laptop and get their results. “As soon as they’re done, I project the data in front of the class, and together we’re able to have a data discussion,” he says. He shows the students the Response Frequency Report, which indicates how many kids answered which questions correctly. He then asks the students what they think the class needs to focus on. “Students like the data,” he says. “They’re very competitive. They want to see how they did compared to the other class. Did we beat them this time?”\u003c/p>\n\u003cp>At Roosevelt Elementary in Burlingame, Novack is also using data collection as a hook for her students – but in a completely different way. Novack’s third graders are learning about surveys by conducting them. The kids posted QR codes in the community and then used an app to collect and analyze the data.\u003c/p>\n\u003cp>“We are really pushing to be creators, not consumers of technology,” says school principal Matt Pavao.\u003c/p>\n\u003cp>\u003cstrong>Drawbacks of Data Software \u003c/strong>\u003c/p>\n\u003cp>While teachers’ use of data and software can help motivate, engage and specify instruction, some teachers find the obligation to input data time-consuming, they’re skeptical of the intentions of the software developers and they fear judgment from school administrators.\u003c/p>\n\u003cp>Roosevelt Elementary teacher Novack says inputting student test scores into the school’s data program can be chaotic. “January is a huge benchmark for a lot of school districts. If you have writing and ELA all at once, and there’s an expectation to get it in the data base by a certain date, and that is stressful,” Novack says. “You’re not given extra time to do this.” She says some teachers were so busy scoring and inputting assessment data that it took away from time usually spent preparing the curriculum. Teachers at this school reported spending as little as two hours annually to 40 hours a year to keep the data systems updated.\u003c/p>\n\u003cp>At the Los Angeles high school, Arellano says when he uses tests and answer keys that the district has already uploaded, the process takes virtually no time for him. However, when he creates his own exams and teaching tools through the software, it takes more time. “You get out of it what you put into it,” Arellano says.\u003c/p>\n\u003cp>While Roosevelt Elementary’s Megan Horan likes the software\u003cem>, s\u003c/em>he says, “I know there’s been a lot of resistance with teachers because they’re afraid it’s like Big Brother looking at them because the principals and district offices have access to it.”\u003c/p>\n\u003cp>There’s also the persistent argument that the educational software surge is investor-driven, with developers pushing software just to make a buck. Principal Pavao in Burlingame says he gets solicited every week to buy new software.\u003c/p>\n\u003cp>\u003cstrong>Teacher Training\u003c/strong>\u003c/p>\n\u003cp>Educators who report the most satisfaction with educational software have functioning computers for students and strong training on data software for teachers. “I see a great need to support teachers on tech. Training makes things easier and more engaging,” Novack says.\u003c/p>\n\u003cp>A Gartner Group study concluded that teachers found data more accessible and useful when they were allotted time and given training on the software. The study of the Fairfax County Public school district, the 11\u003csup>th\u003c/sup> largest in the nation, also found that when stakeholders (teachers, students and parents) were consulted on which tech to use in the school, there was a higher likelihood of tech alignment with the schools’ vision.\u003c/p>\n\u003cp>Venables adds that another critical factor is collecting ongoing data, as formative assessments, throughout the year. “Macro data can indicate \u003cem>what\u003c/em> is happening and perhaps even \u003cem>to whom\u003c/em> it is happening, but to find out \u003cem>why\u003c/em> it is happening and \u003cem>how\u003c/em> to fix it, teachers and teacher teams need to turn to the more detailed and frequent microdata,” he says. Analyzing and acting on microdata during the course of learning is where real change can take place.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. How it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.","status":"publish","parent":0,"modified":1417826862,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1975},"headData":{"title":"Is All This Student Data Changing the Way Teachers Teach? | KQED","description":"With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. How it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35969 http://blogs.kqed.org/mindshift/?p=35969","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/02/is-all-this-student-data-changing-the-way-teachers-teach/","disqusTitle":"Is All This Student Data Changing the Way Teachers Teach?","path":"/mindshift/35969/is-all-this-student-data-changing-the-way-teachers-teach","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35980\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35980\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg\" alt=\" Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. But \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">questions of privacy\u003c/a> aside, how it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.\u003c/p>\n\u003cp>For example, for Amy Walker, who teaches Spanish in a small, rural, low-income school in Marionville, Missouri, says using data can be helpful, but she’s leery of relying too heavily on it.\u003c/p>\n\u003cp>\"There is a place for data, but it can be overrated,” she says. “If you only use data, you're overlooking the humanity of the students.\"\u003c/p>\n\u003cp>Likewise, another educator raises a similar concern. “What then, you may be wondering, does a teacher do to assess a student's learning? Easy: We look, we listen, we give regular quizzes and tests to see what a child has retained. We confer with children, we ask them what will interest them, what will make them tick and want to keep working hard at school,” writes commenter Dave in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">an article about storing student data\u003c/a>.\u003c/p>\n\u003cp>But educators who do embrace data-driven teaching report that using data adds one more tool to their existing teaching tool chest, allowing them to help students in more specific areas of need.\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>Of the hundreds of educational apps and software programs on the market, most fall into three categories: analytical, motivational and instructional tools. And of these, many cross over and serve more than one purpose.\u003c/p>\n\u003cp>\u003cstrong>Pinpointing Student Needs\u003c/strong>\u003c/p>\n\u003cp>At Roosevelt Elementary School in the small, affluent San Francisco suburb of Burlingame, Calif., teacher Angelique Barry gives students short reading assessments, and uses \u003ca href=\"https://dibels.uoregon.edu/\" target=\"_blank\">DIBELS literacy software\u003c/a>, an analytical tool, to determine precisely where a child needs help. As an intervention specialist, she checks the analytics daily, then circulates between classrooms giving extra instruction to kids who need it.\u003c/p>\n\u003cp>“The data allows me to hone in on what specific area the student needs,” she says. “Instead of just saying ‘Johnny’s not a good reader,’ well, what makes Johnny not a good reader? Is it his fluency? His comprehension? His decoding?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables.”\u003c/aside>\n\u003cp>Barry says the numbers allow her to group children with similar needs together and come up with diagnoses and solutions without subjective input from teachers or parents.\u003c/p>\n\u003cp>“It takes the narrative out of a teacher’s story about Johnny. Whatever he comes to the table with – behavior, family or whatever. That might be a different part of what Johnny needs, but he doesn’t need reading help,” she says.\u003c/p>\n\u003cp>Down the hall, third-grade teacher Christy Novack says the \u003ca href=\"http://www.redschoolhouse.com/\" target=\"_blank\">OARS program\u003c/a>, which stores assessment scores and tracks alignment to Common Core standards, helps her communicate with parents.\u003cem> “\u003c/em>I can say a child is fine, but if I’m not showing data, it’s hard to convince a parent.” Novack, who has been a teacher for 14 years, says she already knows which children need help, but that the analytical software pinpoints specific needs more precisely than she can -- and it removes subjectivity. “How I perceive something is not how another teacher perceives something,” she says. “If I have data, we can examine it.”\u003c/p>\n\u003cp>But does having access to student data have a real impact on learning? “It’s hard to attribute student growth to any one factor, there are so many variables,” says Daniel R. Venables, author of \u003ca href=\"http://www.ascd.org/publications/books/114007/chapters/Introduction.aspx\">How Teachers Can Turn Data into Action\u003c/a>. But he says, “If we don't use data, we are left to rely on our hunches for making important instructional decisions.”\u003c/p>\n\u003cp>\u003cstrong>Can Software Really Teach?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Roosevelt Elementary in Burlingame is piloting an instructional – or prescriptive – software tool called \u003ca href=\"http://www.ixl.com/\" target=\"_blank\">iXL\u003c/a>, which provides homework exercises aligned with the Common Core. Students can log into the iXL program from home and a teacher can get an analysis of the student’s homework right away.\u003c/p>\n\u003cp>Third-grade teacher Megan Horan says she likes using the software program because “it tracks how they’re doing and adjusts the problems accordingly. If they keep missing a certain type of problem, it makes it a little easier; if they’re excelling, it makes it more challenging. So it’s not everyone doing the exact same things.” The program awards students virtual medals when they achieve certain levels and parents are emailed decorated certificates with messages like, “Congratulations! John has answered 200 math problems!”\u003c/p>\n\u003cfigure id=\"attachment_35985\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10492_IMG_3241-sfi-300x225.jpg\" alt=\"Francesca Segre/MindShift\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>While some may argue online practice and certificates are the equivalent of decorated certificates, Horan says the fact that it's online is capturing students' attention. “There’s a lot of buy-in from the kids,” she says.\u003c/p>\n\u003cp>For Novack, the other third-grade teacher at Roosevelt, moderation in using data is key. Novack gives kids access to the iXL program about two hours a month during class time. “You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables,” she says. “It’s a supplement. You’re not replacing teaching.”\u003c/p>\n\u003cp>But at Mendez High School in Los Angeles, a school serving low-income kids, reality buffs the shine out of instructional software. Math teacher Geovanni Arellano says he tried assigning online homework using \u003ca href=\"http://web.stmath.com/\" target=\"_blank\">ST Math\u003c/a>, but less than half of the students ever logged in. “A few had legitimate reasons, like ‘I don’t have a laptop at home,’” Arellano said. Other students only have internet access on their mobile phones but there was no phone app for ST Math, a format problem echoed by other teachers seeking educational software access for low-income students. And when it comes to using instructional software in class, he rarely has enough working computers to go around. Unlike third graders, Arellano finds high schoolers aren’t impressed by the tech, and when kids do get a chance to get online, they often wander away from the instructional sites.\u003c/p>\n\u003cp>\u003cstrong>Creativity With Software\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While online homework and exercises aren’t proving effective with Arellano’s classroom full of high school students, he’s finding that a combination of access to learning software, real-time data and including his students in analyzing the data motivates his students.\u003c/p>\n\u003cp>Arellano teaches Algebra 1 to teens who didn’t take or pass the class in eighth grade. “All of my students have experienced failure in math. They hate math, so motivation is a big piece of it,” says Arellano. “I have to look for a lot of teaching strategies to get their attention.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Almost every week, Arellano gives the students a quiz, and when they’re done, they immediately scan their bubble sheets into an Illuminate analytical program on Arellano’s laptop and get their results. “As soon as they’re done, I project the data in front of the class, and together we’re able to have a data discussion,” he says. He shows the students the Response Frequency Report, which indicates how many kids answered which questions correctly. He then asks the students what they think the class needs to focus on. “Students like the data,” he says. “They’re very competitive. They want to see how they did compared to the other class. Did we beat them this time?”\u003c/p>\n\u003cp>At Roosevelt Elementary in Burlingame, Novack is also using data collection as a hook for her students – but in a completely different way. Novack’s third graders are learning about surveys by conducting them. The kids posted QR codes in the community and then used an app to collect and analyze the data.\u003c/p>\n\u003cp>“We are really pushing to be creators, not consumers of technology,” says school principal Matt Pavao.\u003c/p>\n\u003cp>\u003cstrong>Drawbacks of Data Software \u003c/strong>\u003c/p>\n\u003cp>While teachers’ use of data and software can help motivate, engage and specify instruction, some teachers find the obligation to input data time-consuming, they’re skeptical of the intentions of the software developers and they fear judgment from school administrators.\u003c/p>\n\u003cp>Roosevelt Elementary teacher Novack says inputting student test scores into the school’s data program can be chaotic. “January is a huge benchmark for a lot of school districts. If you have writing and ELA all at once, and there’s an expectation to get it in the data base by a certain date, and that is stressful,” Novack says. “You’re not given extra time to do this.” She says some teachers were so busy scoring and inputting assessment data that it took away from time usually spent preparing the curriculum. Teachers at this school reported spending as little as two hours annually to 40 hours a year to keep the data systems updated.\u003c/p>\n\u003cp>At the Los Angeles high school, Arellano says when he uses tests and answer keys that the district has already uploaded, the process takes virtually no time for him. However, when he creates his own exams and teaching tools through the software, it takes more time. “You get out of it what you put into it,” Arellano says.\u003c/p>\n\u003cp>While Roosevelt Elementary’s Megan Horan likes the software\u003cem>, s\u003c/em>he says, “I know there’s been a lot of resistance with teachers because they’re afraid it’s like Big Brother looking at them because the principals and district offices have access to it.”\u003c/p>\n\u003cp>There’s also the persistent argument that the educational software surge is investor-driven, with developers pushing software just to make a buck. Principal Pavao in Burlingame says he gets solicited every week to buy new software.\u003c/p>\n\u003cp>\u003cstrong>Teacher Training\u003c/strong>\u003c/p>\n\u003cp>Educators who report the most satisfaction with educational software have functioning computers for students and strong training on data software for teachers. “I see a great need to support teachers on tech. Training makes things easier and more engaging,” Novack says.\u003c/p>\n\u003cp>A Gartner Group study concluded that teachers found data more accessible and useful when they were allotted time and given training on the software. The study of the Fairfax County Public school district, the 11\u003csup>th\u003c/sup> largest in the nation, also found that when stakeholders (teachers, students and parents) were consulted on which tech to use in the school, there was a higher likelihood of tech alignment with the schools’ vision.\u003c/p>\n\u003cp>Venables adds that another critical factor is collecting ongoing data, as formative assessments, throughout the year. “Macro data can indicate \u003cem>what\u003c/em> is happening and perhaps even \u003cem>to whom\u003c/em> it is happening, but to find out \u003cem>why\u003c/em> it is happening and \u003cem>how\u003c/em> to fix it, teachers and teacher teams need to turn to the more detailed and frequent microdata,” he says. Analyzing and acting on microdata during the course of learning is where real change can take place.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35969/is-all-this-student-data-changing-the-way-teachers-teach","authors":["226"],"categories":["mindshift_193"],"tags":["mindshift_631","mindshift_1040","mindshift_20674"],"label":"mindshift"},"mindshift_35418":{"type":"posts","id":"mindshift_35418","meta":{"index":"posts_1591205157","site":"mindshift","id":"35418","score":null,"sort":[1399307969000]},"guestAuthors":[],"slug":"tracking-students-grades-minute-by-minute-help-or-hindrance","title":"Tracking Students' Grades Minute-By-Minute: Help or Hindrance?","publishDate":1399307969,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.","status":"publish","parent":0,"modified":1424873306,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1268},"headData":{"title":"Tracking Students' Grades Minute-By-Minute: Help or Hindrance? | KQED","description":"Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35418 http://blogs.kqed.org/mindshift/?p=35418","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/05/tracking-students-grades-minute-by-minute-help-or-hindrance/","disqusTitle":"Tracking Students' Grades Minute-By-Minute: Help or Hindrance?","path":"/mindshift/35418/tracking-students-grades-minute-by-minute-help-or-hindrance","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\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>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35418/tracking-students-grades-minute-by-minute-help-or-hindrance","authors":["4613"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_1040","mindshift_20674"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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