GOOD

New Research Says Volunteering Really Does Work. If You Do It Right.

And we bet you've got an hour to spare. #ProjectLiteracy

Image via Reading Partners.

The ratio of students to teachers these days is rising at an alarming pace, with UNESCO’s Jordan Naidoo recently claiming that just to meet its universal goals for primary education in 2015, the world would need to enlist an additional 4 million teachers immediately. It might seem like a no-brainer to ask civilians to close that gap. But in the world of education, untrained educators are a rather hot-button topic. “Are they catalysts for change or untrained temporaries?” asks EducationNext. The Atlantic famously claimed last year that amateur educators are no match for the challenges in low-income schools—suggesting that many are there for personal fulfilment, while making things worse for schools and students in the process.


“Volunteers in schools tend to be viewed by professional educators as pencil sharpeners, or people who are good for manning the table at the spring fair. But not for being involved in the actual instructional process,” says Michael Lombardo, CEO of Reading Partners, a national nonprofit organization that mobilizes volunteers in public schools to deliver one-on-one tutoring to struggling readers in low-income communities.

“But schools need to look at volunteers differently, and embrace them as real partners in the education improvement movement. According to the census, there are 18 million volunteers in the public schools every year. There are about 3.5 million teachers,” says Lombardo. “The human capital is undeniable.”

And that’s not hyperbole. A year-long randomized conrol trial by MDRC, a nonprofit, nonpartisan education and social policy research firm found that community volunteers involved with Reading Partners significantly raise reading proficency at a low cost to schools—for every $1 invested, the Reading Partners volunteer program model delivers over $2 of literacy resources—much more cost-efficient to schools than other supplemental reading programs.

The evaluation took place in 19 schools across three states, involving more than 1,200 second- to fifth-graders, and found a high degree of fidelity—meaning that the more schools use Reading Partners as it is intended to be used, the bigger the boost to students’ reading proficiency. It’s a surpising finding, given the changing nature of the program’s volunteers, who in addition to being diverse in gender and ethnicity range in age from 14 to 80+.

So what is it that makes Reading Partners so effective? Lombardo says, “It’s that we’ve got an interesting juxtaposition of structure and flexibility.” That structure is found in a scaffolded, step-by-step lesson plan for volunteers. There’s also an on-site coordinator who acts as a liaison between volunteers, teachers, and administrators.

Though volunteers and schools are encouraged to adapt the Reading Partners model to make it work for them, Lombardo says there are four non-negotiables:

1. Tutoring has to be one-on-one. “Schools often says small groups work for them, but we really believe in the importance of differentiation and the magic in the relationship between the volunteer and the student.”

2. The Reading Partners curriculum must be used. “It’s unique in that it was developed with volunteers in mind. Most of the reading curricula that schools use is developed for teachers, literacy specialists, or para-professionals. Sometimes schools want us to use their own curriculum, but to make the process smooth and effective for our volunteers, we need to use ours. The data shows that it’s effective, and it’s accessible to non-educators.”

3. Students always get two 45-minute sessions a week. “Sometimes schools say, ‘Why not just once a week?’ But again, we’ve got the data to say pretty compellingly that if we can see the kids for that level of time, we will actually push the needle.

4. Schools need to share their assessment data. “We’re a very data-oriented organization working with really squishy soft skills. The challenge is how to measure it at a minimal cost, which also means we’ve got to know how to target the right students and not waste any time. Our time is for instruction, not testing—that means we need the school’s data so we can monitor our own progress and see how kids are responding.”

Though Lombardo is proud to have evidence about his program’s effectiveness, he knows that the more investment of time and money into programs like Reading Partners, the more literate kids will be. Reading and writing unlocks the door to almost every door in life, he says.

Michael Lombardo volunteers. Image via Reading Partners.

“We’re all busy. If more of us knew that we weren’t wasting our time when we go to a school for an hour—that we were making a meaningful difference in a kid’s life—even if they’re dragging their heels and showing all signs that they don’t want to be there—then more of us would do it. These kids bring a lot of baggage with them into the room, but at the end of the year, the data says that when we give them our time, it works,” says Lombardo. “And listen, we all have an hour to spare, even if that means skipping an episode of Dancing with the Stars,” he adds.

So if a busy professional knows that she can’t commit much time, but she wants to help, would Lombardo rather have her dollar or an hour of her time? “I can already hear my development staff’s heads exploding as I say this—but I would rather get that hour. She might give us $100 or $1,000 bucks, but the likelihood she’ll give again is low. Once she’s experienced the magic of the program, we know we’ve got her. Our survey data tells us that volunteers leave feeling more willing to give—but also more optimistic about public schools and more willing to vote yes on school bonds. That voter has a network of friends, and they’ll talk about how they worked with a kid in a public school in a challenged neighborhood. That’s a lot better than a check.”

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The problem with American Sign Language (ASL) is that over 500,000 people in the U.S. use it, but the country has over 330 million people.

So for those with hearing loss, the chances of coming into contact with someone who uses the language are rare. Especially outside of the deaf community.

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Looking back, the year 1995 seems like such an innocent time. America was in the midst of its longest streak of peace and prosperity. September 11, 2001 was six years away, and the internet didn't seem like much more than a passing fad.

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According to a Pew Research study that year, only 32% of those who go online say they would miss it "a lot" if no longer available.

Imagine what those poll numbers would look like if the question was asked today.

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"Few see online activities as essential to them, and no single online feature, with the exception of E-Mail, is used with any regularity," the Pew article said. "Consumers have yet to begin purchasing goods and services online, and there is little indication that online news features are changing traditional news consumption patterns."

"Late Night" host David Letterman had Microsoft founder and, at that time the richest man in the world, on his show for an interview in '95 to discuss the "the big new thing."

During the interview Letterman chided Gates about the usefulness of the new technology, comparing it to radio and tape recorders.

Gates seems excited by the internet because it will soon allow people to listen to a baseball game on their computer. To which Letterman smugly replies, "Does radio ring a bell?" to laughter from the crowd.

But Gates presses Letterman saying that the new technology allows you to listen to the game "whenever you want," to which Letterman responds, "Do tape recorders ring a bell?"

Gates then tells Letterman he can keep up with the latest in his favorite hobbies such as cigar smoking or race cars through the internet. Letterman shuts him down saying that he reads about his interests in magazines.

RELATED: Bill Gates has five books he thinks you should read this summer.

The discussion ends with the two laughing over meeting like-minded people in "troubled loner chat room on the internet."

The clip brings to mind a 1994 segment on "The Today Show" where host Bryant Gumbel and Katie Couric have a similar discussion.

"What is internet anyway?" an exasperated Gumball asks. "What do you write to it like mail?"

"It's a computer billboard but it's nationwide and it's several universities all joined together and it's getting bigger and bigger all the time," a producer explains from off-stage.





Culture
Photo by Li-An Lim on Unsplash

The future generations will have to live on this Earth for years to come, and, not surprisingly, they're very concerned about the fate of our planet. We've seen a rise in youth activists, such as Greta Thunberg, who are raising awareness for climate change. A recent survey indicates that those efforts are working, as more and more Americans (especially young Americans) feel concerned about climate change.

A new CBS News poll found that 70% of Americans between 18 and 29 feel climate change is a crisis or a serious problem, while 58% of Americans over the age of 65 share those beliefs. Additionally, younger generations are more likely to feel like it's their personal responsibility to address climate change, as well as think that transitioning to 100% renewable energy is viable. Overall, 25% of Americans feel that climate change is a "crisis," and 35% feel it is a "serious problem." 10% of Americans said they think climate change is a minor problem, and 16% of Americans feel it is not a problem that worries them.

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