Some students from the most disadvantaged families may remain behind academically from those who are well-off, but a new book finds that schools in lower-income areas are doing their part to improve results.
WOSU: Ohio State Professor: Schools In Disadvantaged Areas Help Reduce Inequality
One of the only recent studies following graduates of public pre-K programs into middle school delivered some positive news for those seeking to expand such opportunities: Students in Georgia who attended the state’s prekindergarten program at age four were up to twice as likely to meet academic standards on the state’s standardized math test in grades 4-7.
Read “Pre-K may boost math scores even eight years later” at The Hechinger Report
Summer school may seem like a common sense way to help children make up for the months of lost school time during the COVID-19 pandemic. There’s just one problem. Research studies done before the pandemic show that summer school usually doesn’t accomplish its purpose of raising reading or math achievement.
More than one in five adolescents will experience a mental health disorder, including depression and anxiety. This puts them at a higher risk for suicide, which is the second leading cause of death among adolescents. Now researchers at Cincinnati Children’s Hospital Medical Center are studying the impact of air pollution exposure on mental health disorders in children.
Joining Cincinnati Edition to discuss the study are Cincinnati Children’s Hospital Medical Center lead investigators of the project Kim Cecil, Ph.D., director of radiology research for the Imaging Research Center; Patrick Ryan, Ph.D., Division of Biostatistics and Epidemiology; and Kimberly Yolton, Ph.D., director of research in the Division of General and Community Pediatrics.
A recent study sheds light on why writing is such a beneficial activity—not just in subjects typically associated with writing, like history and English, but across all subjects. Professor Steve Graham and his colleagues at Arizona State University’s Teachers College analyzed 56 studies looking at the benefits of writing in science, social studies, and math and found that writing “reliably enhanced learning” across all grade levels.
While teachers commonly ask students to write about a topic in order to assess how well they understand the material, the process of writing also improves a student’s ability to recall information, make connections between different concepts, and synthesize information in new ways. In effect, writing isn’t just a tool to assess learning, it also promotes it.
Read “Why Students Should Write in All Subjects” at Edutopia
Many AIs that appear to understand language and that score better than humans on a common set of comprehension tasks don’t notice when the words in a sentence are jumbled up, which shows that they don’t really understand language at all. The problem lies in the way natural-language processing (NLP) systems are trained; it also points to a way to make them better.
Read “Jumbled-up sentences show that AIs still don’t really understand language” at MIT Technology Review
Scott Imberman, Michigan State; Dan Goldhaber, Univ of Washington, and Katharine Strunk, The Conversation |
We found that schools can reopen for in-person instruction without further spreading COVID-19 in nearby communities if the number of people with the disease is relatively low. But if there are more than 21 cases per 100,000 people, COVID-19 spread may increase.
Elizabeth D. Steiner, Laura Stelitano, Andy Bogart, Sophie Meyers, RAND |
One way that schools and districts can maximize teacher learning is through academic summer programs for students that also offer PL opportunities for teachers. Yet, to date, little is known about how summer can best help teachers improve their school-year classroom practices.
Douglas N. Harris, Engy Ziedan, Susan Hassig, – REACH, Tulane University |
The study specifically focused on COVID-19-related hospitalizations, which directly measure the health outcomes of greatest interest and are not subject to the numerous measurement problems that arise with virus positivity rates and contact tracing.
They also addressed selection bias in school reopening decisions by using panel analysis of weekly school reopening and COVID-19 hospitalization data for almost every county in the nation.
Zachary Parolin and Emma K. Lee, Columbia University |
The average racial composition of closed schools is 25 percentage points less white compared to schools operating in-person (40% versus 65%).
Moreover, closures are more common in schools with a higher share of students who experience homelessness, are of limited English proficiency, are eligible for free or reduced-price school lunch, live in single-parent families, or are racial/ethnic minorities.