Academic - Education For Live

February 11, 2023

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives | BMC Medical Education

Online student cross-sectional survey

Demographic characteristics

A total of 179 out of the possible 663 students (27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} completion) completed the online survey in June 2020. Median age of students was 19 years (IQR 18–28 years) and there were approximately three times as many females as males (Table 1), reflective of the undergraduate health sciences cohort (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} female). Student numbers were also reflective of the broader enrolment numbers in the programs (i.e., occupational therapy is the largest program). Just over half (53{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}; n = 94) of students had no prior experience in undertaking a Bachelor degree, and 76{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students had not completed any online courses prior to enrolment.

Table 1 Demographic characteristics

Quantitative results to the sense of belonging questionnaire

In terms of students’ sense of belonging to the university, the majority felt ‘quite’ or ‘extremely’ happy with their choice of university (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and felt ‘quite’ or ‘extremely’ welcomed by the university (68{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). While most students felt respected by both staff (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and students (60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) at the university, students reported less connectiveness (23.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) to the university. Only 20{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students reported they felt they were understood as an individual, and only 13{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} felt they ‘quite’ or ‘extremely’ mattered to others at the university (Table 2).

Table 2 Online learning and Sense of Belonging to the University [1]

Table 3 shows how the online learning experiences impacted on students’ perception of the course; 27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to staff while 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to other students. While 49{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students rated 4 and above for the level of respect that they received from other students and their contribution towards the subject, students who had prior higher education felt less respected than students who had no prior higher education (p = 0.03). When asked how the online subject had contributed to understanding, knowledge/skills in their chosen health profession, about half of the students rated the online subject highly (rating 4 and above). Students who had prior higher education indicated higher ratings of understanding and knowledge/skills compared to students without prior higher education (p = 0.07 and p = 0.03 respectively). There was also a significantly higher proportion of students with no prior higher education who identified the online learning experience as either ‘quite’ or ‘extremely’ likely to impact their intention to continue with their current course (p = 0.001).

Table 3 Impact of online profession-specific subject on perception of the course

Qualitative results

Qualitative findings provided insight into experiences of staff and students during the rapid, unplanned transition to online learning. Student questionnaire responses included two open-ended questions expanding on enablers and barriers to sense of belonging. These yielded 145 enablers and 254 barriers to students’ feeling a sense of belonging. Data were subjected to qualitative content analysis by two authors and categories are presented in Additional file 1.

Three focus groups were conducted: two student sessions, each with two students enrolled in Speech Pathology and Paramedicine, and one academic session with five participants. Four full time academics and one casual academic participated from a total population of nine eligible academics. Using the processes described in the methods, focus group analysis was compared with the survey content analysis and the authors identified synergies between them. Findings were then integrated under a global theme, underpinned by organising and basic themes. The following themes reflect triangulation between academic and student focus group data in addition to survey responses.

Global theme—navigating belonging during the COVID-19 crisis: a shared responsibility

“We are in this together…making the best of this”

This theme explores sense of belonging creation during this period as a shared process, where participants perceived they worked together to get through the crisis. Students and academics encountered many challenges as they transitioned to online learning but despite hard times, were able to engage positively. The global theme revealed students and academics were navigating belonging during the COVID-19 crisis, and this journey was a shared responsibility. Both groups were working to achieve positive student engagement that would in turn create a sense of belonging in first-year students. A strong commitment of working hard to make the best out of this was mutually acknowledged.

Students perceived academics had done “a really good job at making sure we belonged…in those first few weeks that we were on campus but even more so probably while we were in Zoom” (Student-Astrid-Focus Group). Academics perceived students were actively engaged in making online learning work and were collegial and collaborative.

The shared experiences about navigating belonging during the COVID-19 crisis, have been captured under four organising themes: dimensions of belonging, individual experiences and challenges, reconceptualising teaching and learning, and relationships are central to belonging. Within each organising theme, basic themes were identified that provide depth to the organising theme (Fig. 1). Additional files 1 and 2 present a summary of the quotes obtained from the open-ended surveys and focus groups respectively, that contribute to the themes in Fig. 1.

Organising theme: dimensions of belonging

This theme outlines that belonging is a multidimensional experience with several facets underpinning participants’ experiences. Students and academics identified several dimensions of belonging in relation to first year students’ experiences, as illustrated by two basic themes that sit under the organising theme: what it means to belong, and layers of belonging.

Basic theme: what it means to belong

This theme explores the idea that belonging at university is underpinned by feeling valued and connected. Academics and students agreed that having a sense of being valued by the university and a desire to have an active connection across all aspects of university life was important for students.

Belonging as a student was gained through a connection with the “vocation” (Student-Claire-Focus Group) or the course and career, and with people who will “be there” (Student-Claire-Focus Group) for them. Furthermore, support of academics was critical to gaining a sense of belonging. It was noted by academics and students, that when students feel they belong at university, they are actively engaged in their learning, and this sense of belonging in turn shapes their overall identity. Students can then “actually sort of relax and become themselves” (Staff-Brooke).

Belonging to their cohort, their course, their future profession, and their university was important for students. One academic noted that the “concept of acceptance” is part of the sense of belonging and goes “both ways” (Staff-Brooke).

Both academics and students agreed that the rapid change to online learning due to COVID-19, meant that developing a sense of belonging was challenged.

Basic theme: layers of belonging

This theme identified layers of belonging reflected in participants’ experiences. Peer, academic and professional layers each contributed to an overall sense of belonging and key examples are provided below.

Peers

Belonging to peers was described as “having that connection to someone that’s going through exactly the same thing as what you’re going through” (Student-Astrid-Focus Group). Students were concerned that when learning moved online that this sense of belonging would be jeopardised by less opportunities for in-person interaction.

Academics

Being connected to academics was perceived by students as directly impacting learning, with one student commenting: “…when they’re not connecting with the teacher, they’re not connecting with the content, they’re not connecting with the feedback. That’s when you develop this sense of feeling like you just don’t belong” (Student-Emily-Focus Group).

Academics perceived it was also important for students to develop a sense of belonging to the university community.

Profession

Belonging to a profession was identified as an important feature of belonging by academics and students. Studying a degree with a clear professional identity facilitated first year students to feel they belonged compared to those undertaking general health science degrees which may have multiple pathways and career options less directly aligned to first year studies.

One academic actively encouraged first year students to belong to their professional association as a way of fostering belonging in first years.

Organising theme—Individual experiences and challenges

This theme outlines that while there are similarities in participants’ experiences, individuals have unique contexts and factors shaping their experiences. Academics and students reflected upon personal impacts of the COVID-19 pandemic on their teaching or learning and how they responded as individuals to the ensuing challenges. Two basic themes emerged: Challenges of transition and recognising different learning preferences.

Basic
theme
—challenges of transition

This theme explored the significant challenges of transitioning to online teaching and learning. For some students, the transition to online learning offered potential benefits of flexibility and reduced travel time. Two of the four students in the focus groups opted for online learning opportunities available in other subjects of study prior to the pandemic to efficiently manage their study and external commitments. Nonetheless, the pandemic brought a raft of personal challenges that diminished these expected benefits. Covid-related changes to family employment, reduced access to childcare support and non-optional home schooling presented new concerns.

Clearly, students missed the opportunity to focus attention on their learning needs when balancing childcare demands and home-schooling during lockdowns.

Unlike a conventional online courses where students choose or plan to be online, the sudden, unexpected, and unplanned move to online study was prefaced by a short period (four weeks) of in-person class time. This initial in-person time was identified as being key to relationship building.

Academics identified positive experiences and challenges during the transition to online learning. The rapid change presented a problem to be solved and individuals could “embrace it and to work effectively…as a team” (Staff-Jane). Quickly strategizing and responding to the demands of online learning required team knowledge, experience, and support. Hence, enhanced team culture was a further positive for academics, being “present for each other” (Staff-Brooke).

Basic
theme
:
recognising different learning preferences

This theme identifies experiences of online learning influenced by personal attributes, individual expectations and learning preferences. Such key factors impacted students’ capacity to maintain focus on academic goals after the rapid change to online learning. Some students reflected that barriers were not solely a feature of online learning environments, reporting that competing priorities, including work commitments and limited contact time with staff as pre-existing challenges to belonging. However, some students directly attributed their limited engagement and reduced motivation to the online learning environment.

Students suggested that active engagement “comes down to personality” (Student-Astrid- Focus Group). If a student was not shy they were comfortable to come forward and participate online. Some students perceived clear links between personal discipline, engagement, commitment, and achievement in online learning environments.

Further, students perceived effective (and ineffective) online group functioning reflected personalities of individual members, with some groups/personalities seen as being able to organise whilst other groups lacked leadership and cohesion.

Students who perceived themselves as active engagers reported being drawn towards other students who demonstrated motivation to interact and learn. Other students perceived their personalities or learning preferences were misaligned with the expectations of belonging in online learning environments and focussed upon tasks rather than connection.

Academics recognised student diversity and a need to reflect and re-evaluate expectations of students in online environments. They accepted that some students may be quietly engaging and learning to belong, but this was harder to observe in online compared to in-person learning environments.

Organising theme—relationships are central to belonging

This theme identified the relationship between all parties as a fundamental aspect of creating a sense of belonging. Two basic themes were influential in shaping perceptions of how relationships and connections contribute to belonging: collaboration with peers is fundamental, and effective and regular communication with staff is necessary.

Basic
theme
—collaboration with peers is fundamental

This theme revealed collaboration with student peers was a key element of creating a sense of belonging. The degree of social interaction with student peers and opportunities to create friendships contributed to feelings of belonging. Accordingly, students found it problematic when peers neglected to turn cameras on during classes, making interaction very difficult. Visualisation of peers and use of cameras in online classes impacted students’ opportunities to get to know each other.

Challenges posed by online learning were further highlighted in the student survey through a focus on non-academic aspects of university and campus life. Typically, university campuses offer interactional opportunities through clubs, sport, and shared spaces to learn and socialise. Campus life, students suggested, may facilitate learning and personal development. Absence of this type of interaction was linked to barriers in developing friendships and consequently a lesser sense of belonging as reflected in Additional file 1.

Basic theme—
communication
with academics is necessary

This theme outlined that communicating with academics was a key component of creating a sense of belonging. With less opportunities for peer support, there was stronger reliance on the academic-student connection, although students reported positive and negative interactions with academics during online learning.

Positive interactions and individualised communication with academics enhanced student sense of satisfaction and belonging. Furthermore, students in the focus groups reported a feeling of trust and a bond created by a shared challenge. Survey responses echoed this sentiment, noting that academics were “non-judgmental and supportive” (Student Survey 18) and created a sense of camaraderie. However, when students perceived impersonal communication from academics, they felt less connected or believed that teaching had become a “transaction” (Student-Astrid- Focus Group). Perceived levels of enthusiasm and engagement from academics influenced student’s perceptions of connection and belonging.

Students identified the online environment as a barrier to communication with academics. While systematic and university level communication was perceived as a useful source of information, students prioritised individualised communication from academic staff as key to belonging.

Academics concurred that effective communication was challenged in online environments, missing non-verbal cues and responsivity that characterises a classroom environment. Although the online learning environment provides an opportunity for academics to connect professionally with students, there were students who left their cameras off, with one academic noting they didn’t push this issue because there are many reasons for students choosing this option.

Organising theme: reconceptualising teaching and learning

This theme reveals how academics and students reconceptualised their expectations and modes of teaching and learning, to manage the crisis. It was not easy for academics or students, and many strategies were employed to make it work, with two basic themes emerging: challenges to online teaching and learning, and strategies to engage and connect.

Basic theme:
challenges
of online teaching and learning: “how do I make this work?”

This theme outlined many challenges faced by both academics and students during a rapid change to online mode. With the rapid change to online learning, academics asked themselves, ‘How do I make this work?’.

Managing workload

Academics reported their workload increased significantly, and they “found it a juggling act” (Staff-Louise) to meet their teaching requirements. Administrative loads consequently increased when reduced in-person contact with students led to more electronic communication. Academics needed to up-skill in online teaching in a short time frame and perceived this responsibility as all encompassing.

The rapid switch to online learning attracted significant academic workload, implementing and adapting content to see how material “might play out in a Zoom environment…[where]…everything takes longer” (Staff-Natalie).

Some students noticed a temptation to disengage from online learning, which meant balancing their workload and study demands became a challenge as they also faced significant workload and stressors in their personal lives due to COVID-19.

Class dynamics

Academics and students spoke about the change to classroom dynamics. The online environment was noted as being one in which it was difficult to read the room to see how students were progressing with their work. Others tried to use humour to enliven a class, only to have the Zoom frame freeze, killing the mood they were trying to create. Hence, staff felt teaching online was less conversational, flexible and responsive compared to face-to-face. Moreover, academics missed hands-on practical elements; a big shift for some programs.

Technological challenges

Academics learnt new skills quickly, but often these skills would be challenged when technology failed. Some academics reported a sense of vulnerability due to technological ineptitude but acknowledged that making mistakes in front of students could humanise the experience. Academics also acknowledged that some students did not have adequate technological resources to meet changes in their learning requirements when classes were placed online.

Basic theme: strategies to engage and connect

This theme reflected the strategies academics and students employed to remain engaged and connected. Academics worked hard to enhance online learning and hoped to connect with students and engage them in activities. Students too were active and appreciated academics’ efforts to facilitate engagement and connection. Underlying many of the strategies adopted by academics was a deep concern for student welfare during this time. Therefore, many academics aimed to ensure students were engaged and connected with each other and with the academic team. Academics built in small group opportunities during online teaching so students could connect, learn, and socialise.

Staff also spoke about informing students they could contact staff for support. One staff member described crossing the divide and actively discouraging a ‘them and us’ dynamic between students and staff.

A variety of teaching tools were identified by staff to build connection and promote engagement. Such tools included interactive quizzes, ice breakers activities, integrating reflective practices into activities and ‘drop in’ sessions. Staff also encouraged students to establish social media groups or other group experiences outside the classroom. Some staff members arrived early to zoom classes and left late to enable students to connect informally.

Students appreciated staff attempts to provide these activities. Students found these initiatives helpful, recognising staff placed effort into knowing students personally and focussing on student wellbeing and achievement. Students cited examples of provision of extra resources, mini-lectures, additional question and answer sessions, and fast response times to student queries. Students also initiated their own engagement strategies, including using group and personal messaging over platforms such as Facebook messenger.

February 4, 2023

North central Ohio teams earn top honors at academic challenge event | Education

July 5, 2022

Star Sprinter Abby Steiner’s Strong Academic Finish Sets Stage for Future Career

This earlier weekend, Abby Steiner won the U.S. Monitor and Subject championship in the 200-meter sprint. It was an all-dates collegiate ideal and the 2nd-fastest semifinal and ultimate double in American historical past (the document was established in 1988 by Florence Griffith Joyner). She will stand for Staff United states of america at the Environment Athletics Championships, getting place July 15-24. Adhering to her document-setting NCAA victory in early June, the Could 2022 University of Kentucky graduate took a break from teaching to communicate about the wins she knowledgeable in the classroom as a kinesiology-work out science significant. The go over image used for this story courtesy of United states of america These days.

LEXINGTON, Ky. (June 28, 2022) — Sprinter Abby Steiner shattered information and manufactured countrywide headlines whilst running for Kentucky Observe and Discipline. It was her walk across the University of Kentucky Commencement stage in Could, even so, that helped satisfy the elite athlete’s academic desires. Her diploma in kinesiology-training science set the phase for one of her extended-term ambitions — a occupation as a actual physical therapist.

“I was looking for schools that have been likely to let me compete and offer you the tutorial application that ideal suited me. At the time I started off finding out extra about the possibilities of a kinesiology-exercise science degree, it appealed to me. With my athletics qualifications, I realized I would be equipped to do a very little little bit a lot more than bodily therapy if I required to, this sort of as coaching or coaching. I felt that with the kinesiology-workout science big, I had a broad variety of lessons and bought to explore all those careers,” she said.

Look for her name on YouTube and the headings deliver a glimpse of her jaw-dropping wins: “SPECTACULAR,” “I Are not able to Feel What Abby Steiner Just Did,” “Wow. Abby Steiner. Keep in mind the name,” and “How was this even feasible?”

While there is an component of secret driving what it usually takes to be amid the world’s most elite athletes, Steiner was able to peel back again some of the layers by studying the mechanisms of human motion, exercise and actual physical exercise.

“Faculty in our kinesiology-exercise science big use a combination of science-based classes in wellness and wellness and performance-primarily based activity classes to equip college students with expertise to support many diverse types of exercise and medical careers,” reported Uk School of Instruction Department of Kinesiology and Well being Promotion Chair Heather Erwin, Ph.D.

As a kid growing up in Dublin, Ohio, Steiner’s career objectives began on the soccer industry. She took to the sport speedily. By age eight, she was on a touring workforce and dreaming of one particular working day likely pro. On the past day of tryouts, the coaches would set up races as a fun way to finish. Steiner gained 3 years in a row.

“OK, probably I’m a very little bit fast,” she recollects thinking.

Steiner went to university with the exact same team of children from kindergarten through higher school in Dublin, a suburb of Columbus. The youngest of 3 (her more mature siblings Riley and Jack are twins), Steiner and her relatives carry on to feel the aid of her hometown and hear from good friends and academics from her early yrs.

Steiner first expert that level of community assistance when she uncovered everyday living can adjust in an fast. Just as she was setting up to make a name for herself in observe, her sister Riley been given a stunning diagnosis — T-cell Acute Lymphoblastic Leukemia.

Observing her sister faced with sitting out her senior season of superior school lacrosse helped Steiner thrust herself even harder. Out of the blue, each and every day of superior well being appeared like a present. For the family, Steiner’s functioning wins had been a welcome reprieve during the storm of cancer therapies.

Afterwards, nonetheless, Steiner seasoned a setback of her possess, tearing her ACL on the soccer area. Her long run occupation plans arrived into target all through the recovery.

“I put in so a lot time with so several awesome bodily therapists who utilized to be elite athletes and who created that changeover into wellness treatment. That is what impressed me to go on to Kentucky and go after my degree in kinesiology so I could, a single day, when my profession was above, give again in the very same way those persons gave back again to me. I consider they were a really large motive why I was in a position to make the restoration that I did just simply because they comprehended what it was like to be in my shoes. That was the turning issue from these little lady goals to what I genuinely needed to be undertaking.”

By the time Steiner finished large college, her sister’s cancer was in remission and she experienced absolutely rehabbed her ACL damage, earning All-The usa honors four instances at New Equilibrium Nationals and getting the Ohio point out document holder in the 60m, 200m (indoor and outside) and 100m and a16-time condition winner.

With a lengthy listing of information, championships and accolades throughout 4 years with Kentucky Observe & Field, admirers will see Steiner’s name on banners for many years to arrive.

She is the swiftest-at any time American in the indoor 200m, running it in February of her senior 12 months at an astonishing 22.09. Only a single particular person in the entire world has at any time operate the indoor 200m more rapidly — Jamaican runner Merlene Ottey’s complete in 1993 at 21.87, just a .22 2nd variation.

Amid competing, Steiner’s academic goals ended up staying understood, as well, albeit additional quietly. Again in the Uk Seaton Heart just days soon after a file-placing weekend in Oregon at the NCAA out of doors championship, Steiner mirrored on the courses she took in the British isles School of Training Division of Kinesiology and Wellness Promotion.

“One of my beloved classes I took here was essentially CPR and 1st help. I discovered so substantially authentic-lifetime know-how that could be employed at any instant,” claimed Steiner, who acquired SEC Indoor & Outside Scholar Athlete of the 12 months awards and CoSIDA All-American and All-District recognition for her overall performance in the classroom. “I also genuinely loved training physiology. That was one of my more challenging courses, but there was this sort of a huge variety of matters, as very well as the exercising take a look at classes the place I got to understand how to examine an EKG and get blood pressure. It was stuff I knew would provide me incredibly well in medical apply as soon as I made that transition.”

Abilities like self-motivation, time administration, mindfulness and prioritization of efforts translate throughout the performance spectrum, said Marc Cormier, Ph.D., an associate professor in Kinesiology and Overall health Promotion who also serves as director of Counseling and Overall performance Psychology for United kingdom Athletics.

“The the vast majority of college student-athletes at Uk do extremely properly academically, in truth, that’s a development I have found considering the fact that my arrival here in 2014,” mentioned Cormier. “The abilities that aid lead to elite athletic performances can also be utilised in the classroom, or vice-versa. What would make Abby so outstanding is her sustained tutorial and athletic achievements at this kind of a higher degree, through her job. It is remarkable what she’s been equipped to do and how she’s performed it.”

Steiner stated the path to tutorial good results is like becoming on a relay crew.

“Everyone will have to do their specific occupation. I experienced to place in my time finding out, performing homework and other actions needed to do my element. But I was surrounded by individuals to enable if I’m not in a position to do that. I had my analyze buddies, my professors and other sources there to have me by way of,” she stated.

Through demo and error as a freshman (she can now chortle about the wake-up simply call she got early on when she only studied for a biology examination the evening prior), Steiner formulated a process to guarantee her educational success. She employed the syllabus for each individual training course to map her semester and studied new details as it came in.

It served that subject areas protected in her significant — such as diet, recovery and primary toughness and conditioning actions — were applicable to what she was performing as an athlete.

“You listen to length runners eat pasta all the time right before races and that was what I did, but mastering about how unique electrical power units operate and what fuels people energy techniques, was actually amazing to find out. I also bought to understand about toughness and conditioning cycles. It was variety of entertaining to evaluate what I was learning to what I was truly carrying out and see how it matched up,” she stated.

Steiner has been admitted to physical therapy school at British isles, but is deferring for now. She has a expert running occupation to go after. When she comes again to the classroom, she will use the techniques uncovered as an undergraduate on her way to earning a doctorate in bodily remedy.

“The wonderful point I observed from my professors right here at Kentucky was the construction of their lessons and syllabus,” she reported. “They actually give you the materials and agenda to established you up for results in course. So, I assume it is just trusting your professors and holding that self-discipline and pursuing what they set up. They seriously want to see you succeed in this article.”

July 3, 2022

Will more school money improve academic outcomes?

In summary

California schools are getting a big infusion of financing, but it’s uncertain whether more money will translate into better academic outcomes.

California’s K-12 schools and their nearly 6 million students received a multi-billion-dollar additional infusion of cash in the budget that Gov. Gavin Newsom and legislators enacted last week, raising per-pupil spending to a record-high level.

In all, the budget will provide schools with an average of about $24,000 a year for each student, doubling what it was just a few years ago, with a formula that provides extra allocations to school districts with high numbers of poor and English-learner students.

Those extra funds are being distributed via the Local Control Funding Formula (LCFF), a plan adopted a decade ago to close what is called the “achievement gap” between those children — roughly 60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the state’s K-12 students — and the more privileged 40{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}.

Spending $24,000 per student appears to propel California into the upper ranks of the states, although making such comparisons is tricky. Different organizations use different numbers, some adjust numbers for the cost of living, and the data are always a few years out of date.

The main problem with such comparisons, however, is they assume that spending money equates to educational outcomes when, in fact, they don’t. If one takes any list of what states spend on schools and compares it to results of the federal government’s academic testing program, the National Assessment of Educational Progress (NAEP), there is absolutely no correlation between spending and achievement.

Some states that spend heavily, such as New Jersey, also excel in NAEP’s measures of reading and mathematics competence, but others, such as neighboring New York, are mediocre at best. Likewise, states that are below average or even at the bottom, of spending lists are often in the academic upper tier, such as Iowa, Utah and Colorado. But some low-spending states also rank poorly in testing, such as Mississippi.

Washington, D.C. schools have the highest per-pupil spending in the nation but are dead last in academics.

California, until recently, was mediocre in spending and mediocre in NAEP tests. The state’s big increases in spending could bring better academic results, but only if the money is laser-focused on uplifting children who have been left behind, rather than subtly diverted into other purposes, as various independent studies have indicated, including a scathing 2019 report from the state auditor’s office.

After delving into the finances of three representative school districts, auditors castigated the state Department of Education for sloppy oversight of LCFF funds. They also criticized school districts for issuing indecipherable and inaccurate reports on how funds were being spent, and county offices of education for not fulfilling their designated roles as LCFF monitors.

“We are particularly concerned that the state does not explicitly require districts to spend their supplemental and concentration (LCFF) funds on the intended student groups or to track their spending of those funds,” the report declared. “Without a means of tracking how districts use funds, state and local policymakers and other local stakeholders lack adequate information to assess the impact of those funds on the outcomes of intended student groups.”

Moreover, a CalMatters investigation into how the state’s schools spent $33.5 billion in one-time state and federal funds to help their students cope with the effects of the COVID-19 pandemic revealed that much of it was diverted into programs, equipment and other purposes that had little or nothing to do with countering the devastating impacts of at-home schooling.

So will the extra money that Newsom and the Legislature are pumping into the schools really make an academic difference? The record to date is not encouraging.

May 30, 2022

Bethel announces graduates, spring academic honors

One hundred seventy-two Bethel University students experienced spring 2022 grades that attained educational difference.

Learners whose semester grade issue average is 3.7 or better are named to the Dean’s Record, when those people with a GPA of 3.50-3.699 are listed as associates of the Honor Roll.

DEAN’S Checklist

Elizabeth Alderfer, Goessel, Kan.

Azahrias Ali, St. James, Trinidad and Tobago

Jacob Anderson, Newton

Phillip Balzer, Hurley, S.D.

Landon Barnes*, Ashland Metropolis, Tenn.

Isaiah Bartel, Wichita

Emma Beachy*, Kalona, Iowa

Alex Bearup*, Wichita

Joseph Blakesley, Auburn, Kan.

Madison Bliss, Maize, Kan.

Gabriel Boese, Lyons, Kan.

Ben Bollinger, Hesston, Kan.

Meghan Brockmeier, Hope, Kan.

Claire Broxterman, Lindsborg, Kan.

Lucy Buller, Newton

Peter Buller, Inman, Kan.

Josie Calzonetti*, Backyard Metropolis, Kan.

Annie Carlson, Freeman, S.D.

Jebediah Carlson, Hesston, Kan.

Catherine Carter, Denton, Texas

Naomi Chavez, Newton

Kayden Christiansen, Lakin, Kan.

Madilyn Chupp, Goshen, Ind.

Josué Coy Dick, North Newton

Juan Demichelis, Montevideo, Uruguay

Sandy Dao*, Salina, Kan.

Shayla Dao, Salina, Kan.

Logan DeMond, Larned, Kan.

Alex Diaz, Winfield, Kan.

Isabela Diaz, Norman, Okla.

Jadyn Diepenbrock*, Lincolnville, Kan.

Angelika Donaldson, Highland, Sick.

Rachel Duer, Chapman, Kan.

Madeline Duncan, Newton

Alexis Eddy, Valley Middle, Kan.

Abigail Edson, Newton

Schyler Entz, Newton

Brett Esch, Carrollton, Texas

Peyton Rapidly, Moundridge, Kan.

Gabriella Fields, Tulsa, Okla.

Jarrod Foster, Yale, Okla.

Justin Foster, Yale, Okla.

Jaycee Freshour, Oklahoma City

Katie Rose Friesen Birky, Denver

Presten Fry*, Overland Park, Kan.

Nathan Garber*, Newton

Trae Gehring*, Quite Prairie, Kan.

Rachel Geyer, Oxford, Iowa

Sophie Girtz, Valley Center, Kan.

James Goff, Delta, Colo.

Cristobal Goldberg, Santiago, Chile

Arianna Gomez, Whittier, Calif.

Kendra Gooden*, Wichita

Andrew Graber, Divide, Colo.

Natalie Graber*, Divide, Colo.

Ryan Gregg, Edmond, Okla.

Douglas Grider, Halstead, Kan.

Scott Grider, Halstead, Kan.

Nathan Gutierrez, Bixby, Okla.

Kevin Hampton, Friendswood, Texas

Miki Harkins, Wichita

Matthew Hernandez*, Chanute, Kan.

Hayden Honomichl, Good Bend, Kan.

Harlie Hunton, El Dorado Hills, Calif.

Lauren Hurd, Morrison, Colo.

Jaimie Ingwerson*, Concordia, Kan.

Cayle Irvin, Ben Wheeler, Texas

Jasmina Jones*, Wichita

Daniel Kaufman, Moundridge, Kan.

Jerod Kaufman*, Moundridge, Kan.

Arran Kearney, Birkenhead, England

Josh Kennell, Newton

Macee Kelsay, Bentley, Kan.

John Mark Koontz, North Newton

Halle Krehbiel, Hesston, Kan.

Thomas Kucera*, Wichita

Marcus LaBonde, Grand Junction, Colo.

Drannon Lenox*, Norman, Okla.

Mia Loganbill, Hesston, Kan.

Elizabeth Lumbreras, Newton

Antonino Mangiapane*, Solingen, Germany

Arthur Mahrer, Fort Pierce, Fla.

Keegan Martin, Yale, Okla.

Haley Mastin, Concordia, Kan.

Jesse McMichael, Highland, Calif.

James Menard, Orange, Texas

Stephany Meyer, Goessel, Kan.

Rachel Miller*, Freeman, S.D.

Victoria Mosakowski*, Lawrence, Kan.

Linda Moyo*, Hesston, Kan.

Fatima Nemi, Lima, Peru

Anna Northcutt, Gardnerville, Nev.

Nalea Payton, El Dorado, Kan.

Lindsey Pfannenstiel, Kansas City Kan.

April Powls, Garnett, Kan.

Bethany Powls*, Garnett, Kan.

Joaquin Pluis, Buenos Aires, Argentina

Julio Quiroga, Madrid, Spain

Bethany Regehr, Whitewater , Kan.

Eli Regier, Newton

Wynter Rentas, Wichita

Isabelle Saenz*, Newton

Lizzie Schmucker, Moundridge, Kan.

Nathaniel Schmucker*, Moundridge, Kan.

Nolan Schrader*, McPherson, Kan.

Julianna Schrag, Goessel, Kan.

Jessica Schumann, Valley Springs, Calif.

Jaylon Scott*, Allen, Texas

Jayden Seabolt, Cimarron, Kan.

Joshua Seabolt*, Cimarron, Kan.

Jordan Singh*, Newton

Sidney Smith, Frisco, Texas

J’Lynne Stolsworth*, Harper, Kan.

Shauntel Stovall, Wichita

Jocelyn Stupey, Arlington, Clean.

Dailen Terry, Colorado Springs, Colo.

Future Tollette, Killeen, Texas

Sergio Torres, Essential West, Fla.

Vicente Trejo Gomez, Santiago, Chile

Jacquelyn Tschohl, Andover, Kan.

Jordan Twenter, Independence, Mo.

Abigail Walker*, Roanoke, Texas

Allison Weaver, Hesston, Kan.

Bryce Wilson, Sterling, Kan.

Tobin Wise, Nice Hill, Mo.

Juan Volker, Vina del Mar, Chile

Dylan Yoder, Wichita

Mikias Zewge*, Dallas

*denotes graduating senior

HONOR ROLL

Kayla Anderson, Newton

Denislav Argirov, Dresden, Germany

Kyle Belvin, Wichita

Emil Benavides, Stockton, Kan.

Loggan Birch, Burleson, Texas

Sydney Brown, Keller, Texas

Milan Bucek, Pelhrimov, Czech Republic

Tristen Burger, Larned, Kan.

Brianna Clark, Henderson, Nev.

Luke Cottage*, Kettering, United Kingdom

Sophie Chindamo, Lawrence, Kan.

Tristan England, Really Prairie, Kan.

Josie Epp, Marion, S.D.

Brian Firebaugh, Augusta, Kan.

Claire Hedlund, McPherson, Kan.

Cole Herman, Halstead, Kan.

Ericka Herzet*, Marion, Kan.

Gustavo Infante-Zambrano, Caracas, Venezuela

Ginger Jones*, Newton

Shanti Kauffman, Hesston, Kan.

Zachary Kennell, Newton

Faith Lindley, Goddard, Kan.

Alejandra Martinez, Newton

Jakoby Masters, Lawrence, Kan.

Mitchell Monteith, Duncan, Okla.

Karly Moore, Newton

Brittney Nortz, Elk, Wash.

Darrius Pamplin, Houston

Lucas Pardo, Montevideo, Uruguay

Jasmine Peete, Riverside, Calif.

Brandon Phorn*, Newton

Katy Ponce, Chino, Calif.

Austin Rate, Russell, Kan.

Tomas Quercia, Buenos Aires, Argentina

Mario Quintero, Haven, Kan.

Annalysa Ranzinger, Brighton, Colo.

Brianna Reeves, Derby, Kan.

Colton Rothwell, Wichita

Luke Schmidt, Newton

Jordyn Smith, Axtell, Kan.

Tucker Smith, Muscotah, Kan.

Capri Stevenson-Bisom, West Berlin, N.J.

Seth Weatherby, Midland, Texas

Lynnzey Younger, Valley Middle, Kan.

*denotes graduating senior

Bethel is a four-12 months liberal arts higher education established in 1887 and is the oldest Mennonite higher education in North The usa. Recognised for educational excellence, Bethel ranks at #15 in the Washington Monthly list of “Best Bachelor’s Colleges” and #31 in U.S. Information & Planet Report, Very best Regional Faculties Midwest, each for 2021-22. Bethel was the only Kansas school or university picked for the American Affiliation of Faculty & Universities’ 2021 Institute on Reality, Racial Healing and Transformation, and has been named a TRHT Campus Heart. For additional information, see www.bethelks.edu

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Bethel University honors Course of 2022

NORTH NEWTON, Kan. – Bethel College or university celebrated the 81 users of the Class of 2022 with a baccalaureate worship support and commencement ceremony on May possibly 15 in Memorial Corridor.

The graduates are:

Mauro Arancibia Campos, B.S., Small business Administration, Talca, Area del Maule, Chile

Beth Balzer, B.A., Social Do the job, Inman, Kan.

Landon Barnes, B.S., Overall health and Physical Training, Ashland City, Tenn.

Emma Beachy, B.A.***, History, Tunes, Kalona, Iowa

Alex Bearup, B.S., Business Administration, Wichita

Raegen Boeken, B.S.N., Nursing, Valley Middle, Kan.

Ashtyn Brown, B.S., Elementary Education and learning, Andover, Kan.

Simone Burgess, B.S.*, Social Do the job, Los Angeles

Josie Calzonetti, B.S.*, Company Administration, Back garden City, Kan.

Annie Carlson, B.A.***, Biology, Freeman, S.D.

Kentrell Carr, B.A., Organic Sciences, Warm Springs National Park, Ark.

Luke Cottage, B.S., Organization Administration, Kettering, Northants, United Kingdom

Reagan Cowden, B.S.N.*, Nursing, Derby, Kan.

Bailea Crist, B.S., Social Work, McPherson, Kan.

Sandy Dao, B.A.***, Biology, Salina, Kan.

Erin Dean, B.S.N., Nursing, Wichita

Jadyn Diepenbrock, B.S.N.*, Nursing, Lincolnville, Kan.

Char Ehrmann, B.A., Background and Political Science, Wichita

Peyton Quickly, B.S.**, Elementary Education, Moundridge, Kan.

Presten Fry, B.A., Music, Overland Park, Kan.

Nathan Garber, B.A.***, Historical past and Political Science, Newton

Trae Gehring, B.A.***, New music/Training, Very Prairie, Kan.

Charlie Gibson, B.A., Bible and Faith, Ashland, Kan.

Oscar Gonzalez, B.A., Visual Communication and Style, Newton

Kendra Gooden, B.A.*, Psychology, Wichita

Andrew Goodman, B.A., Company Administration, Shawnee, Kan.

Adam Gouro, B.S., Small business Administration, Niamey, Niger

Natalie Graber, B.A.**, Organic Sciences, Psychology, Divide, Colo.

Avery Hawkins, B.A., Communication Arts, Smith Middle, Kan.

Matthew Hernandez, B.S., Social Do the job, Chanute, Kan.

Courtney Herzet, B.S.N., Nursing, Marion, Kan.

Ericka Herzet, B.S.N., Nursing, Marion, Kan.

Hailey Hill, B.S.**, Elementary Education and learning, Sedgwick, Kan.

Jaimie Ingwerson, B.S.N., Nursing, Concordia, Kan.

Sierra Johnson, B.S., Social Function, Newton

Ginger Jones, B.S.N., Nursing, Newton

Jasmina Jones, B.A., Normal Sciences, Gainesville, Ga.

Jadin Kaltenbach, B.A., Interaction Arts, Social Perform, Wichita

Jerod Kaufman, B.A.***, Mathematical Sciences, Moundridge, Kan.

Thomas Kucera, B.A.**, Historical past, Wichita

Drannon Lenox, B.A.**, Organic Sciences, Norman, Okla.

Mia Loganbill, B.A.***, Biology, Hesston, Kan.

Antonino Mangiapane, B.S.**, Company Administration, Solingen, North-Rhine Westphalia, Germany

Evelyn Manresa Lozano, B.A., Organic Sciences, Psychology, Tampa, Fla.

Steven Marks, B.S.**, Social Work, Bakersfield, Calif.

Haley Mastin, B.S.N., Nursing, Concordia, Kan.

Kendall Michalski, B.S., Elementary Schooling, Topeka, Kan.

Katlynn Miller, B.A., Psychology, Aurora, Kan.

Rachel Miller, B.S.***, Social Work, Freeman, S.D.

Victoria Mosakowski, B.A.**, Historical past/Education and learning, Lawrence, Kan.

Linda Moyo, B.A., Psychology, Hesston, Kan.

Alexiou Munnings, B.S., Wellness and Actual physical Education, Nassau, Bahamas

Mason Murray, B.S., Organization Administration, Bitter Lake, Texas

Jordan Neely, B.S., Business Administration, Allen, Texas

Kayla Newman, B.A., Tunes/Instruction, Halstead, Kan.

Marvin Phillips, B.A., Heritage and Political Science, Houston

Brandon Phorn, B.A., Biology, Coweta, Okla.

Bethany Powls, B.A.***, English, History, Garnett, Kan.

Madison Prager, B.S.N., Nursing, Port St. John, Florida

Victoria Riddick, B.A., Normal Sciences, Aztec, N.M.

Haley Robinette, B.S. , Social Get the job done, Circleville, Ohio

Jose Rojas, B.S., Business Administration, Newton

Jensen Roth, B.S.***, Elementary Instruction, Abilene, Kan.

Isabelle Saenz, B.S.N., Nursing, Newton

Nathaniel Schmucker, B.A.*, Psychology, Moundridge, Kan.

Nolan Schrader, B.A.***, Natural Sciences, McPherson, Kan.

Jaylon Scott, B.S.**, Business enterprise Administration, Allen, Texas

Joshua Seabolt, B.S.*, Enterprise Administration, Cimarron, Kan.

Jordan Singh, B.A.**, Record, Psychology, Newton

J’Lynne Stolsworth, B.A.*, Elementary Schooling, Harper, Kan.

Shauntel Stovall, B.A., Bible and Faith, Wichita

Sydney Tenant, B.A., Psychology, Peoria, Ariz.

Jessie Thomas, B.A.***, English/Instruction, Sedgwick, Kan.

Bryce Underwood, B.A., History, Bakersfield, Calif.

Peyton Uznanski, B.S.N., Nursing, Olympia, Clean.

Starr Vanous, B.S.N., Nursing, Maize, Kan.

Abigail Walker, B.S., Elementary Education and learning, Roanoke, Texas

Hanna Watts, B.A., Biology, Richardson, Texas

Kalynn Wiles, B.A., History and Political Science, Pontiac, Ill.

Samuel Wilson, B.A., Psychology, Cary, N.C.

Mikias Zewge, B.S., Company Administration, Dallas

B.A. = Bachelor of Arts

B.S. = Bachelor of Science

B.S.N. = Bachelor of Science in Nursing

* = cum laude (with honors), 3.500-3.649 GPA

** = summa cum laude (with superior honors), 3.650-3.799 GPA

*** = magna cum laude (with best honors), 3.800-4. GPA

April 22, 2022

Watch Now: State Board of Education intervenes in new academic standards-setting for health, physical education | Local News

Gubernatorial appointees on the Oklahoma Condition Board of Instruction took an unparalleled action on Thursday and intervened in the state’s procedure of getting specialist educators and topic matter gurus build educational expectations for general public universities.

In this instance, proposed new overall health training and physical schooling requirements essential by the new passage of two new point out rules ended up on the table.

Alternatively than approve or disapprove the proposed standards, four board members voted to hold in position current well being and P.E. specifications and include only the pro committee’s “proposed goals dealing with psychological overall health.”