Do you want your children to do better in exams? Then take away their smartphones. (Sorry, kids!)
Schools that ban students from carrying phones see a clear improvement in their test scores, according to a study by the London School of Economics.
"We found the impact of banning phones for these students equivalent to an additional hour a week in school, or to increasing the school year by five days," researchers Richard Murphy and Louis-Philippe Beland said.
The authors looked at how phone policies at 91 schools in England have changed since 2001, and compared that data with results achieved in national exams taken at the age of 16. The study covered 130,000 pupils.
It found that following a ban on phone use, the schools' test scores improved by 6.4%. The impact on underachieving students was much more significant -- their average test scores rose by 14%.
"The results suggest that low-achieving students are more likely to be distracted by the presence of mobile phones, while high achievers can focus in the classroom regardless of the mobile phone policy," the economists said.
Murphy and Beland said their study doesn't mean phones and other technology can't be used to boost learning.
"There are, however, potential drawbacks to new technologies," they said, citing the temptation to text, play games or chat on social media.
The use of mobile phones in schools is an explosive topic, with parents wanting to be able to reach their children and teachers complaining about disruptions.
New York City Mayor Bill de Blasio lifted a decade long ban on cell phones in schools in March, leaving it up to each school to set their own rules on phone use.
But Murphy and Beland said the decision may backfire.
"Schools could significantly reduce the education achievement gap by prohibiting mobile phone use in schools, and so by allowing phones in schools, New York may unintentionally increase the inequalities of outcomes."
Effect of ban on phones adds up to equivalent of extra week of classes over a pupil’s school year
The research also indicated that a ban would have a greater positive effect on students with special education needs and those eligible for free school meals. Photograph: Caiaimage/REX Shutterstock
It is a question that keeps some parents awake at night. Should children be allowed to take mobile phones to school? Now economists claim to have an answer. For parents who want to boost their children’s academic prospects, it is no.
The effect of banning mobile phones from school premises adds up to the equivalent of an extra week’s schooling over a pupil’s academic year, according to research by Louis-Philippe Beland and Richard Murphy, published by the Centre for Economic Performance at the London School of Economics.
The findings will feed into the ongoing debate about children’s access to mobile phones. In the UK, more than 90% of teenagers own a mobile phone; in the US, just under three quarters have one. The prevalence of the devices poses problems for head teachers, whose attitude towards the technology has hardened as it has become ubiquitous.
In a survey conducted in 2001, no school banned mobiles. By 2007, this had risen to 50%, and by 2012 some 98% of schools either did not allow phones on school premises or required them to be handed in at the beginning of the day.
However, some schools are starting to allow limited use of the devices. New York mayor Bill de Blasio has lifted a 10-year ban on phones on school premises, with the city’s chancellor of schools stating that it would reduce inequality.
This view is misguided, according to Beland and Murphy, who found that the ban produced improvements in test scores among students, with the lowest-achieving students gaining twice as much as average students. The ban had a greater positive impact on students with special education needs and those eligible for free school meals, while having no discernible effect on high achievers.
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“We found that not only did student achievement improve, but also that low-achieving and low-income students gained the most. We found the impact of banning phones for these students was equivalent to an additional hour a week in school, or to increasing the school year by five days.
“Therefore, de Blasio’s lifting of the ban on mobile phones with a stated intention of reducing inequalities may in fact lead to the opposite. Allowing phones into schools will harm the lowest-achieving and low-income students the most.”
The research was carried out at Birmingham, London, Leicester and Manchester schools before and after bans were introduced. It factored in characteristics such as gender, eligibility for free school meals, special educational needs status and prior educational attainment. “Technological advancements are commonly viewed as increasing productivity,” the economists write. “Modern technology is used in the classroom to engage students and improve performance. There are, however, potential drawbacks as well, as they could lead to distractions.”
The speaker is thinking deeply, usually carefully considering something. Think deeply and carefully consider the questions on your test.
As you listen, relax and perhaps go back in your mind to your "childhood."
This is based on a soliloquy from Hamlet by Shakespeare.
In the original,
Hamlet, Prince of Denmark, has returned home to Denmark after being away at school. His father, the king, has died. His uncle is now the king and has married Hamlet's mother. Hamlet sees and hears a ghost that looks and sounds like his dead father. The ghost tells him that he was murdered by the brother who is now king, and that Hamlet should revenge this terrible death.
In the soliloquy, Hamlet is considering suicide -- "To be, or not to be." He ends up deciding "To be."
Sesame Street and Sir Patrick Stewart (Charles Xavier in X-Men) have a different take on this soliloquy:
Some wells require filtration systems in order to keep the wellstream clear of sand. In addition to running a casing with a liner, gravel packing is used to prevent sand from entering the wellstream.
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Come well- rested, well-nourished, and well-hydrated. Bring your own headphones if you can.
Spring State Test Reading, Language, Listening
A1 April 21/23 Lab 143 B5, B6, B7 April 22/24 Lab 201
A portion of your grade for this term will be based on the score you earn for this test. Another part will be based on appropriate participation -- how well you behave yourself during testing. When we go to the lab, DO NOT open a browser! Follow the instructions to log in. A-Day Classes: You will open the secure browser using FINDER. (Outside wall in 143 -- Do not kick your feet against anything!) B-Day classes: You will find the secure browser as an icon at the left side of your screen.
Bring your headphones/earbuds,
a book to read just in case,
and a pen or pencil.
Leave your phone at home or in your locker. DO NOT bring it into the lab when we test.
Scratch paper will be available.
When you are testing, pay attention to the whole screen.
Read all articles. Read all instructions. Read and answer all questions.
You will have two class periods to take this test. When you finish, you should be able to see the results of this portion as well as the writing portion of the test that you did in February.
You will receive points for participation and for your score on the test.
Watch for setting, protagonist, point of view, antagonist, conflict, complications, theme, and other literary elements.
-- If you need to retake your word parts test, plan to take it on April 29 or 30 in CaveTime. See me if you were not here to take the first time. -- If you have not finished the District Writing test, do it THIS WEEK!
1. Commas -- pages 4 and 5 -- and correct them. Read when finished. Hand in your packet.
2. Poetry: Quick View -- Take notes in your folded booklet.
(If you were not here, use the above powerpoints to take notes. Write down each term or style and its definition. Also copy the types of meter (feet) from the chart and iambic pentameter from a later chart.)
Last time:
B7 just read Stopping By Woods
B6 did chart
B5 did chart
A1 to white chart, identified meter from "The Base Stealer"
Sonnet: a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line.
Soliloquy
an act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.
_________________________________________________________________ Today: A1 did not look at the extra sonnets or at the soliloquy. Please do that on your own. Also review Allusion. They did not finish grammar on the test review.
B5 Didn't look at soliloquy. Please do that on your own. Also review Allusion.
B6 Didn't look at soliloquy. Please do that on your own. Also review Allusion.
B7 Didn't look at soliloquy. Please do that on your own. Also review Allusion.
