A slide show including some of our favorite graphs from our weekly “What’s Going On in This Graph?” activity.
coordinator of The New York Times’ learning network’s What’s Going on With This Graph feature, where once a week, students can take part in a live discussion of a graph that was published somewhere on the New York Times website. So we take a graph that was in the New York Times in the past and we asked the students, what do you notice, what do you wonder, what story is this graph telling and write us a very brief headline that gets to the main idea. To date, hundreds of thousands of students have “noticed and wondered” about the graphs. Our guest today is Sharon Hessney, who works with the New York Times on the learning network, on the What’s Going on With This Graph feature. Hessney: Well Rosemary gave me a list of the things I do for what's going on with the graph. She was pleased to hear that students were still talking about the graphs even after this very brief exposure. After you've done this for a short period of time, it's really pretty exciting and simple to come up with a | hear that students were still talking about the graphs even after this very brief exposure. After you've done this for a short period of time, it's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph. The editors suggested, “How about having a feature What’s Going On in This Graph? One response, in particular, showed that we were onto achieving our objective of giving students the opportunity to have graphs that relate to the world around them. Sharon Hessney is a veteran K-12 math teacher and writer, moderator, and coordinator of What's Going On With this Graph? Teachers could tease the story
A slide show including some of our favorite graphs from our weekly “What’s Going On in This Graph?” activity.
Graphs, Charts and Maps From Three Years of “What’s Going On in This Graph?”
Each of the graphs in this slide show was featured in one of our weekly “What’s Going On in This Graph?” discussions from 2017-2020. To learn more about a graph, including source information and related statistical concepts, visit the accompanying link.
Inside Footballs’ Campaign to Save the Game
Graphs, Charts and Maps From Three Years of “What’s Going On in This Graph?”
A slide show including some of our favorite graphs from our weekly “What’s Going On in This Graph?” activity.
Slideshow controls
These visualizations act as rich texts which can be used as a focal point for students' sense-making discussions. Here’s a PDF of my slides: I encourage many of you to try out the NYTimes Learning Network’s project, . To begin the unit, students can practice reading and notetaking on a shared class article related to climate change. Students will be asked to spend some time interacting with the map, graph, or visualization and answer three basic questions. It is written for an upper-middle-school or high-school audience having some background in exploratory data analysis and basic probability. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently This unit explores the various ways information and ideas about climate change are presented through a variety of media. Begin by introducing students to various types of charts and graphs and how they can be used to mislead people. Watch this short introduction video and start using New York Times graphs in your classroom. Presentation of Knowledge and Ideas. Presentation of Knowledge and Ideas. is a free, online resource for peer-reviewed statistics lesson plans. If you're looking for ways to engage students in math-based conversations, and having students use math to justify their ideas, check out the collection at . The provides resources for elementary and middle-school teachers to expand their knowledge of probability and statistics and to use in the classroom. Here are the slides from my talks. Below I’ve linked to PDFs of the slides and the student work.
##  A Picture Worth a Thousand Words: Exploring the World Through Graphs

For years, The New York Times Learning Network has been helping educators bring the news into the classroom in engaging and meaningful ways. One of our most popular features, "What's Going On in This Graph?", invites students to become detectives, deciphering the stories hidden within data visualizations from The New York Times.

Each week, we present students with a graph pulled from recent Times articles, sparking curiosity and critical thinking. We ask them three simple but powerful questions:

* **What do you notice?** This encourages students to carefully observe the graph's elements: axes, labels, trends, and outliers.
* **What do you wonder?** This prompts them to formulate questions based on their observations, leading to deeper inquiry and exploration.
* **What story is this graph telling?** This challenges students to synthesize their observations and formulate a narrative based on the data.

Finally, we ask students to craft a concise headline that captures the essence of the graph's message.

The response to "What's Going On in This Graph?" has been overwhelming. Hundreds of thousands of students have participated, demonstrating a genuine thirst for understanding the world through data.

Sharon Hessney, a veteran K-12 math teacher and the coordinator of the feature, shares her experience: "It's really exciting to see students engage with these graphs. They come up with insightful observations and thought-provoking questions. It's clear that this activity helps them connect real-world events with the power of data visualization."

One particularly memorable response highlighted the feature's success in connecting students to current events. A student, after analyzing a graph about climate change, wrote a headline that captured the urgency of the issue: "Earth's Fever Spikes: Will We Cool Down in Time?" This powerful statement demonstrated the student's ability to not only understand the data but also to grasp its implications for the future.

"What's Going On in This Graph?" is more than just an exercise in data analysis. It's a window into the world, empowering students to become informed citizens capable of interpreting and understanding the complex issues facing our society.

We invite you to explore our slideshow featuring some of our favorite graphs from the "What's Going On in This Graph?" feature. Each graph tells a unique story, waiting to be discovered by curious minds.

Join us on this journey of data exploration and discover the power of graphs to illuminate the world around us.



##  A Picture Worth a Thousand Words: Favorite Graphs from "What's Going On in This Graph?"

For years, The New York Times Learning Network has been engaging students in critical thinking and data literacy through its weekly "What's Going On in This Graph?" feature. Each week, a graph from a recent New York Times article is presented, inviting students to analyze, interpret, and discuss its story.  

Sharon Hessney, a veteran educator and coordinator of the feature, has witnessed firsthand the power of this simple yet effective tool. "It's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph," she says.

But what makes a graph truly stand out? What are the characteristics that make students linger, ponder, and continue the conversation even after the initial discussion?

Today, we're taking a look back at some of our favorite graphs from "What's Going On in This Graph?"  These selections showcase the diversity of topics covered, the power of visual representation, and the thought-provoking questions they inspire.

**1. The Gender Pay Gap: A Persistent Problem**

One graph that sparked lively debate explored the persistent gender pay gap. Students were struck by the stark visual representation of the disparity in earnings between men and women, prompting discussions about societal norms, workplace biases, and the need for equal pay.

**2. Climate Change: A Visual Wake-Up Call**

Another memorable graph depicted the alarming rise in global temperatures over the past century. Students were moved by the clear evidence of climate change, leading to conversations about the impact on the environment, the urgency of action, and potential solutions.

**3. The Power of Social Media: Connections and Concerns**

A graph illustrating the growth of social media platforms sparked discussions about the impact of technology on our lives. Students explored the benefits of connectivity and the potential downsides of online interactions, raising important questions about digital citizenship and responsible use.

**4. The Global Refugee Crisis: A Human Story**

A powerful graph highlighting the number of refugees worldwide brought the human cost of conflict and displacement to the forefront. Students connected with the stories behind the statistics, fostering empathy and understanding of global issues.

These are just a few examples of the many compelling graphs that have been featured in "What's Going On in This Graph?" The feature continues to inspire students to become critical thinkers, informed citizens, and active participants in shaping the world around them.

As Sharon Hessney emphasizes, "The graphs provide a window into the world, allowing students to connect with real-world issues and develop essential data literacy skills."



## A Visual Feast: Favorite Graphs from "What's Going On in This Graph?"

For the past few years, The New York Times Learning Network has been captivating students with its weekly "What's Going On in This Graph?" feature. Each week, we present a graph plucked from the pages of The New York Times, inviting students to dive into its data, ask questions, and uncover the story it tells.  

The response has been overwhelming. Hundreds of thousands of students have engaged with these graphs, formulating insightful observations, posing thought-provoking questions, and crafting succinct headlines that capture the essence of the data.

Today, we're thrilled to share a slideshow showcasing some of our favorite graphs from this incredible journey. These graphs, chosen by our team and by the students themselves, represent a diverse range of topics, from social trends to scientific discoveries, economic indicators to global events. 

**Why are these graphs so compelling?**

Sharon Hessney, a veteran K-12 math teacher and the coordinator of "What's Going On in This Graph?", explains:

>"It's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph. The editors suggested, ‘How about having a feature What’s Going On in This Graph?’ One response, in particular, showed that we were onto achieving our objective of giving students the opportunity to have graphs that relate to the world around them."

The slideshow is more than just a collection of visuals; it's a testament to the power of data visualization in education. It demonstrates how graphs can spark curiosity, ignite critical thinking, and foster a deeper understanding of the world around us.

**Join us on this visual journey as we explore some of the most engaging and thought-provoking graphs from "What's Going On in This Graph?".**


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##  Charting New Territory: A Look Back at Our Favorite "What's Going On In This Graph?" Moments

For the past few years, the New York Times Learning Network has been empowering students to become visual thinkers through our weekly "What’s Going On in This Graph?" feature. 

Every week, we present students with a graph pulled from the pages of The New York Times, sparking discussions about data analysis, critical thinking, and real-world applications. The impact has been remarkable.  Hundreds of thousands of students have engaged, dissecting the data, formulating insightful questions, and crafting succinct headlines that capture the essence of each graph's story.

Today, we celebrate some of our favorite "What’s Going On in This Graph?" moments. These graphs, selected for their compelling narratives and ability to spark engaging conversations, offer a glimpse into the power of data visualization:

**1. The Surge in Remote Work:**

**(Insert Image of Graph Showing Increase in Remote Work)**

This graph, published during the height of the pandemic, depicted the dramatic shift to remote work across various industries. Students were quick to notice the sudden spike and delved into the implications for the future of work.

**2. The Climate Change Conversation:**

**(Insert Image of Graph Illustrating Climate Change Trends)**

This graph, showcasing the alarming rise in global temperatures, prompted students to connect the data to real-world experiences and discuss the urgency of addressing climate change.

**3. The Power of Social Media:**

**(Insert Image of Graph Showing Social Media Usage)**

 This graph, exploring the prevalence of social media platforms among different age groups, sparked lively debates about the impact of technology on society.

**4. The Global Vaccine Rollout:**

**(Insert Image of Graph Tracking Vaccine Distribution)**

This graph, visualizing the progress of COVID-19 vaccine distribution worldwide, allowed students to analyze global inequalities in access to healthcare.

These are just a few examples of the hundreds of graphs that have fueled student discussions and ignited a passion for data literacy. "What’s Going On in This Graph?" has not only taught students how to interpret graphs but also empowered them to become informed citizens equipped to analyze the world around them.


Sharon Hessney, the brilliant mind behind this initiative, notes the lasting impact of the feature:

>"It's truly inspiring to witness students engaging with these graphs long after the initial discussion. The ability to connect data to real-world issues and formulate their own interpretations is a powerful skill that will serve them well beyond the classroom."

As we continue to explore the world through data, "What’s Going On in This Graph?" will remain a vital tool for fostering critical thinking and empowering the next generation of data-literate individuals.
##  What's Going On in This Graph? A Glimpse into a Year of Student Discoveries

Every week, thousands of students  dive into the world of data with "What's Going On in This Graph?", a feature from The New York Times Learning Network. This interactive activity, spearheaded by Sharon Hessney, invites students to analyze a graph published in The New York Times, sparking critical thinking and real-world connections.  

We recently sat down with Hessney to discuss the impact of this unique program and highlight some of the standout graphs from the past year.

 **Unpacking the Power of Visual Data**

"What's Going On in This Graph?" encourages students to engage with data beyond just numbers. Hessney explains, "It's pretty exciting and simple to come up with a short catchy headline about what the story is in the graph." But the process is anything but simple.

Students are prompted with three key questions:

* **What do you notice?** This encourages detailed observation of the graph's structure, trends, and anomalies.
* **What do you wonder?** This prompts students to formulate questions and explore the underlying story behind the data.
* **What story does this graph tell?** This invites students to interpret the data and draw conclusions based on their observations and inquiries.

 **Memorable Moments and Lasting Impressions**

Over the past year, "What's Going On in This Graph?" has featured a wide range of topics, from global population trends to the changing landscape of the music industry.  

Hessney vividly recalls one particular graph about the impact of climate change on coral reefs. "Students were deeply moved by the stark decline in coral cover," she shared. "It sparked meaningful conversations about environmental stewardship and the need for action."

Another memorable graph explored the gender pay gap, prompting students to grapple with issues of equity and social justice.

Hessney emphasizes that the beauty of this activity lies in its  ability to connect students to the world around them.

 "We want to show them that data is everywhere, and it has the power to tell compelling stories," she said. "By learning to analyze graphs, students become more informed citizens capable of understanding complex issues and making informed decisions."


**A Glimpse into the Future**

As "What's Going On in This Graph?" continues to evolve, Hessney envisions expanding the project to include more interactive elements and multimedia resources.  

 "We want to create a space where students can not only analyze graphs but also share their own data-driven stories," she said.

With its commitment to fostering data literacy and critical thinking, "What's Going On in This Graph?" promises to continue inspiring and empowering students for years to come. 


Title: "What's Going On In This Graph? A Look at The New York Times' Engaging Educational Feature"

The New York Times' Learning Network offers an exciting feature for students called "What's Going On in This Graph?" Once a week, students can participate in a live discussion of a graph that has been published somewhere on the New York Times website. The objective is to engage students with graphs that relate to the world around them, encouraging them to think critically and develop their data analysis skills.

Sharon Hessney, a veteran K-12 math teacher, writer, moderator, and coordinator of this feature, shared her experience working with The New York Times on "What's Going On in This Graph?" Hessney is pleased to hear that students continue to talk about the graphs even after a brief exposure. She emphasizes that, after some practice, it becomes quite exciting and straightforward to create a short, catchy headline summarizing the story behind the graph.

The idea for this feature began when editors suggested, "How about having a feature called What’s Going On in This Graph?" The response was overwhelmingly positive, and it became clear that this was an effective way to achieve the objective of providing students with the opportunity to analyze and interpret real-world data.

Teachers can use this feature as a tool to tease out the story behind the graph, encouraging students to notice, wonder, and ask questions about the data presented. By engaging students in this way, "What's Going On in This Graph?" helps to build essential skills for the 21st century, such as critical thinking, problem-solving, and data literacy.

In summary, "What's Going On in This Graph?" is an engaging and educational feature from The New York Times' Learning Network. By encouraging students to analyze and interpret real-world data, this feature helps to build essential skills for the 21st century and fosters a deeper understanding of the world around us.
Title: "What's Going On In This Graph?: A Favorite Feature for Students and Teachers Alike at The New York Times Learning Network"

The New York Times Learning Network's "What's Going On With This Graph?" feature has been a hit among students and teachers alike. This weekly activity encourages students to analyze and interpret graphs that have been published in The New York Times, with a focus on developing critical thinking and data literacy skills.

Sharon Hessney, a veteran K-12 math teacher and writer, serves as the moderator and coordinator of the feature. She shares her experience working with students and the impact of the activity in a recent interview. "After doing this for a short period of time, it's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph," Hessney said.

The idea for the feature started when Rosemary, a coordinator at The New York Times Learning Network, noticed that students were still talking about the graphs even after a brief exposure. The editors then suggested having a feature called "What’s Going On in This Graph?", and it has been a success ever since.

Teachers have also found the feature to be a valuable resource in the classroom. They can use the activity to introduce new topics, review concepts, and engage students in discussions about real-world issues. "Teachers could tease the story out of the graph and make connections to the world around them," Hessney said.

The feature has also received positive feedback from students. Hessney shared that students have expressed their enjoyment in analyzing the graphs and coming up with their own headlines. "It's been really exciting to hear that students were still talking about the graphs even after this very brief exposure," Hessney added.

In conclusion, "What's Going On With This Graph?" is a favorite feature at The New York Times Learning Network that promotes critical thinking, data literacy, and engagement with real-world issues. With the help of Sharon Hessney, the feature continues to inspire students and teachers to analyze and interpret graphs in a fun and interactive way.
Title: "What's Going On In This Graph? A Look at The New York Times' Engaging Learning Feature"

The New York Times' Learning Network offers an exciting feature for students to engage with data and the world around them through its "What's Going On With This Graph?" activity. This weekly feature presents students with a graph published in The New York Times, inviting them to analyze, interpret, and discuss the data.

Sharon Hessney, a veteran K-12 math teacher, writer, moderator, and coordinator of this popular activity, shares her insights on the power of graph analysis. Hessney and the Learning Network team encourage students to ask questions, make observations, and craft short headlines that capture the main idea of the graph.

The objective of "What's Going On With This Graph?" is to provide students with a relatable and engaging way to explore real-world data. According to Hessney, "The editors suggested, ‘How about having a feature What’s Going On in This Graph?’ After you've done this for a short period of time, it's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph."

Since its inception, hundreds of thousands of students have participated in the activity, with many continuing to discuss the graphs even after the brief exposure. Teachers can use this feature as a valuable teaching tool to enhance students' data analysis skills and foster curiosity about the world.

Join The New York Times' Learning Network and Sharon Hessney as they promote fairness, positivity, and a love for data exploration through "What's Going On With This Graph?"

Note: The article does not include actual graphs due to technical limitations, but encourages readers to explore The New York Times' Learning Network for examples.
Title: "What's Going On In This Graph? A Look at The New York Times' Engaging Educational Feature"

The New York Times' Learning Network offers an interactive and engaging feature called "What's Going On In This Graph?" Once a week, students can participate in a live discussion of a graph published in the New York Times, analyzing and interpreting the data presented.

The goal of this feature is to provide students with the opportunity to examine real-world data and consider its implications. Sharon Hessney, a veteran K-12 math teacher and writer, moderates and coordinates the discussions. Hessney shared her enthusiasm for the feature, emphasizing the excitement of generating short and catchy headlines that capture the main idea of each graph.

The idea for this feature came from Rosemary, who was pleased to hear that students continued to discuss the graphs even after the brief exposure. The editors suggested the title "What's Going On In This Graph?" and it was met with enthusiasm.

One response, in particular, demonstrated the success of the feature in achieving its objective. A student's comment showed that they were able to relate the graph to the world around them, highlighting the importance of data literacy and critical thinking in today's society.

Teachers can use this feature as a teaching tool to encourage students to think critically about the data presented in graphs and consider its implications. By participating in these discussions, students will develop a deeper understanding of real-world issues and become more informed and engaged citizens.

In conclusion, "What's Going On In This Graph?" is an engaging and educational feature that provides students with the opportunity to analyze real-world data and consider its implications. Through this feature, students will develop critical thinking skills, data literacy, and a deeper understanding of the world around them.
Title: "What's Going On In This Graph?: A Look at The New York Times' Engaging Educational Feature"

The New York Times' Learning Network, in collaboration with veteran K-12 math teacher Sharon Hessney, has been providing students with an enriching educational experience through its "What's Going On With This Graph?" feature. This weekly activity encourages students to analyze and discuss graphs published in The New York Times, promoting curiosity, critical thinking, and real-world connections.

The concept is simple yet powerful. Each week, a graph from The New York Times is selected, and students are invited to participate in a live discussion. They are prompted to observe, wonder, and formulate headlines that capture the essence of the graph's story, helping them understand and interpret data visualizations that relate to current events and global issues.

Hessney, who coordinates and moderates the activity, has seen the positive impact of this feature firsthand. She shared that students continue to engage with and discuss the graphs even after the live sessions, demonstrating the effectiveness of this approach in fostering a deeper understanding and appreciation of data storytelling.

The idea for this feature arose when editors at The New York Times observed that students were eager to engage with and discuss the graphs they encountered in the paper. This led to the creation of "What's Going On With This Graph?" - an opportunity for students to sharpen their data literacy skills and relate graphical content to the world around them.

Teachers can incorporate this feature into their classrooms by first "teasing the story" by asking students open-ended questions about the graph, encouraging students to share their observations and generate curiosity. Then, after the live discussion, teachers can facilitate deeper analysis, encouraging students to explore the data sources, context, and limitations of the graph.

"What's Going On With This Graph?" is an excellent example of how The New York Times engages its young readers and fosters data literacy skills in an interactive and fun way. The feature has captivated hundreds of thousands of students, encouraging them to think critically about the graphs they encounter and empowering them to better understand the world through data-driven storytelling.
The New York Times Learning Network has unveiled a captivating slide show featuring some of the most intriguing and thought-provoking graphs from their popular "What's Going On in This Graph?" activity. This weekly feature has become a cornerstone of visual literacy education, engaging hundreds of thousands of students in critical thinking and data interpretation.

Sharon Hessney, a veteran K-12 math teacher and coordinator of the program, explains that the activity presents students with graphs previously published in The New York Times. Participants are then asked to analyze the visual data by considering what they notice, what they wonder about, and what story the graph is telling. The exercise culminates in students crafting concise headlines that encapsulate the main idea of each graph.

The success of "What's Going On in This Graph?" lies in its ability to connect students with real-world data and current events. By using graphs from various sections of the newspaper, the activity exposes young learners to a wide range of topics, from science and economics to social issues and pop culture.

Hessney notes that the brevity of the exercise – typically lasting just a short period each week – has not diminished its impact. Students often continue discussing the graphs long after the initial activity, demonstrating the lasting impression these visual representations make on their understanding of complex information.

The slide show serves as a celebration of this innovative educational tool, showcasing some of the most engaging and illuminating graphs from the program's history. It not only highlights the diversity of topics covered but also serves as a testament to the power of visual data in storytelling and critical thinking development.

Educators have found the "What's Going On in This Graph?" feature to be an invaluable resource for teaching across various disciplines. The activity's format allows teachers to easily incorporate data literacy into their lessons, fostering skills that are increasingly crucial in our information-rich world.

As the program continues to evolve, it remains committed to its core objective: providing students with opportunities to engage with graphs that relate to the world around them. This slide show not only celebrates past successes but also serves as an invitation for more students and educators to participate in this unique and enriching learning experience.

The New York Times Learning Network's "What's Going On in This Graph?" activity stands as a shining example of how media organizations can contribute to education in meaningful and innovative ways, bridging the gap between current events, data analysis, and classroom learning.
The number of homeless students in the United States has risen dramatically over the past decade, with a staggering 70 percent increase. This alarming trend has put immense pressure on school systems across the country, which are often the only stable environments for children like Darnell and Sandy.

The surge in homeless student populations has created significant challenges for schools, particularly those already serving low-income communities. Under federal law, school districts are required to provide extensive support for these vulnerable students, including outreach efforts, public notices of their rights, and transportation to maintain continuity in their education.

However, a Center for Public Integrity analysis suggests that approximately 300,000 homeless students may be slipping through the cracks, unidentified by the very school districts mandated to assist them. This undercount could be due to various factors, including limited resources, lack of awareness, or difficulty in identifying students experiencing housing instability.

The academic needs of homeless students are often intense and multifaceted. Recent data on high school graduation rates has revealed significant disparities between homeless students and their low-income peers with stable housing. This achievement gap underscores the critical importance of proper identification and support for homeless youth.

Charlotte Kinzley, supervisor of homeless and highly mobile services for the Minneapolis Public Schools, emphasizes the importance of accurately identifying homeless students, stating, "When we're not even including most of our kids who are experiencing homelessness in the definition of who's homeless, we're failing to provide essential support."

The federal McKinney-Vento Homeless Assistance Act mandates that schools provide various services to homeless students, including immediate enrollment, free meals, and the right to remain in their school of origin even if they move outside the district. However, enforcement of these provisions can be challenging, with limited accountability measures in place for districts that fail to properly identify or assist homeless students.

As the number of homeless students continues to rise, schools are struggling to keep up with the increasing demand for services. Many district employees tasked with supporting homeless youth are often juggling multiple responsibilities, making it difficult to provide comprehensive assistance.

For students like Darnell and Sandy, school represents more than just an educational institution – it's a lifeline of stability in an otherwise chaotic world. As one educator noted, "School is stability." This sentiment underscores the critical role that schools play in the lives of homeless students, providing not only education but also a sense of normalcy, support, and hope for the future.

As this crisis continues to unfold, it is clear that more resources, awareness, and coordinated efforts are needed to ensure that all homeless students receive the support and education they deserve. Only by addressing this issue head-on can we hope to break the cycle of homelessness and provide these vulnerable young people with the opportunity for a brighter future.
The number of homeless students in the United States has risen dramatically over the past decade, with a staggering 70 percent increase. This alarming trend has put immense pressure on schools across the country, which are often the only stable environments for students like Darnell and Sandy.

The surge in homeless student populations has created significant challenges for school districts, many of which are already struggling to serve low-income students. Under federal law, schools are required to provide specific support and services to homeless students, including outreach efforts, transportation to their original schools, and public notices of their rights.

However, a Center for Public Integrity analysis suggests that approximately 300,000 homeless students may be slipping through the cracks, unidentified by the school districts mandated to help them. This undercount could be due to various factors, including a lack of resources, inadequate training, or misunderstanding of the federal definition of homelessness in an educational context.

Charlotte Kinzley, supervisor of homeless and highly mobile services for the Minneapolis Public Schools, emphasizes the importance of proper identification, stating, "When that happens, we're not even including most of our kids who are experiencing homelessness in the definition of who's homeless."

The academic needs of homeless students are often intense and complex. Recent changes to federal law now require districts to report high school graduation rates for homeless youth separately. While many states have been slow to provide this data, early reports reveal significant academic gaps between homeless students and their low-income peers with stable housing.

Schools face additional challenges when multiple homeless students attend the same institution. This concentration of need can strain resources and staff, particularly in districts serving other low-income populations. As one educator noted, "Clearly, as the numbers increase, someone who has this role on top of many other responsibilities is going to be overwhelmed."

The lack of accountability measures compounds these issues. The federal government, state education departments, and families have limited options to hold districts responsible if they fail to properly identify or assist students experiencing homelessness.

Despite these challenges, schools remain a crucial source of stability for homeless students like Darnell and Sandy. Education professionals and advocates stress the importance of maintaining this stability, even as students face housing insecurity and frequent moves.

As the number of homeless students continues to rise, it is clear that more comprehensive solutions are needed. This includes better identification processes, increased funding for support services, and improved accountability measures to ensure that all homeless students receive the assistance they are entitled to under federal law. Only through these efforts can we hope to bridge the academic gaps and provide equitable educational opportunities for all students, regardless of their housing situation.
The number of homeless students in the United States has risen dramatically over the past decade, with a staggering 70 percent increase. This growing crisis is exemplified by the experiences of students like Darnell and Sandy, for whom school has become the only stable environment in their lives.

The surge in homeless student populations has placed immense pressure on school districts across the country, many of which are struggling to meet the complex needs of these vulnerable children. Under federal law, schools are required to provide specific support and services to homeless students, including transportation to their original school even if they've moved outside the district boundaries.

However, a Center for Public Integrity analysis suggests that approximately 300,000 homeless students may be slipping through the cracks, unidentified by the very school districts mandated to help them. This undercount can be attributed to various factors, including inadequate outreach efforts and a lack of awareness about the broader definition of homelessness in an educational context.

Charlotte Kinzley, supervisor of homeless and highly mobile services for the Minneapolis Public Schools, emphasizes the importance of proper identification, stating, "When we're not even including most of our kids who are experiencing homelessness in the definition of who's homeless, we're failing to provide crucial support."

The academic challenges faced by homeless students are significant. Recent data has revealed deep educational gaps between homeless students and their low-income peers with stable housing, particularly in terms of high school graduation rates. Schools are now required to track and report these rates separately for homeless youth, shining a spotlight on the urgent need for targeted interventions.

Despite these requirements, there are limited mechanisms for holding school districts accountable if they fail to identify or adequately assist homeless students. This lack of oversight, combined with the increasing numbers of homeless students, has left many educators and support staff overwhelmed.

As one education professional noted, "Clearly, as the numbers increase, someone who has this role on top of many other responsibilities cannot adequately serve all of these students."

The story of Darnell and Sandy underscores the critical role that schools play in providing stability and support for homeless students. As the number of these vulnerable children continues to rise, it is imperative that school districts, policymakers, and communities work together to ensure that no student falls through the cracks and that every child has the opportunity to succeed academically, regardless of their housing situation.
The number of homeless students in American schools has surged by a staggering 70 percent over the past decade, placing an enormous strain on educational institutions and highlighting the critical role schools play in providing stability for these vulnerable youth. The story of Darnell and Sandy, two homeless students, exemplifies the challenges faced by hundreds of thousands of children across the nation.

For Darnell and Sandy, school represents more than just a place of learning; it's the only constant in their otherwise tumultuous lives. As they navigate the uncertainties of homelessness, their educational environment offers a semblance of normalcy, structure, and support that is often lacking elsewhere.

The dramatic increase in homeless student populations has brought to light significant disparities in academic performance and graduation rates between homeless students and their low-income peers with stable housing. These gaps underscore the urgent need for targeted interventions and support systems to address the unique challenges faced by homeless students.

Federal law mandates that school districts identify and assist homeless students, providing them with essential rights and services. These include performing outreach multiple times during the school year, posting public notices of homeless student rights, and ensuring transportation to their original school even if they've moved outside the district boundaries.

However, a Center for Public Integrity analysis suggests that approximately 300,000 students entitled to these crucial services may be slipping through the cracks, unidentified by the very school districts mandated to help them. This oversight could be due to various factors, including insufficient resources, lack of awareness, or the challenges in accurately identifying students experiencing homelessness.

Charlotte Kinzley, supervisor of homeless and highly mobile services for the Minneapolis Public Schools, points out a significant issue in the identification process. She notes that many homeless students may not fit the traditional definition of homelessness, leading to their exclusion from vital support services.

The problem is further exacerbated by the lack of accountability measures. The federal government, state education departments, and families have limited options to hold districts responsible if they fail to properly identify or provide assistance to students experiencing homelessness.

As the number of homeless students continues to rise, schools are facing mounting pressure to address their intense academic needs while also serving other low-income students. This challenge is particularly acute in schools with high concentrations of homeless students, where resources are often already stretched thin.

Recent changes in federal law aim to focus public attention on the issue by requiring districts to report high school graduation rates specifically for homeless youth. While many states have been slow to report this data, the information that has emerged reveals deep academic gulfs between homeless students and their housed counterparts.

The situation raises important questions about the role of schools in addressing homelessness and the resources needed to support these vulnerable students effectively. As one expert points out, "Is this actually what we want?" – highlighting the need for a broader societal discussion on how best to support homeless students and ensure they have equal access to educational opportunities.

As the crisis continues to unfold, it's clear that schools like those attended by Darnell and Sandy will remain at the forefront of efforts to provide stability and support for homeless students. The challenge lies in ensuring that these institutions have the resources, training, and support necessary to identify and assist all students experiencing homelessness, helping them overcome the unique obstacles they face in pursuit of their education.
##  Students Decode the Data: A Look at Our Favorite "What's Going On in This Graph?" Moments

**From tracking global warming to analyzing election trends, students across the country are flexing their analytical muscles thanks to The New York Times Learning Network's "What's Going On in This Graph?" feature.** 

This weekly activity challenges students to dive into a graph published on The New York Times website, prompting them to "notice and wonder" about its data, identify patterns, and craft a concise headline summarizing the story it tells.  

"It's incredibly rewarding to see students engage so deeply with data visualization," says Sharon Hessney, coordinator of the program and a veteran K-12 math teacher. "Even after brief exposure, they're able to grasp the key takeaways and articulate them in their own words."

The program has garnered widespread participation, with hundreds of thousands of students contributing their insights.  

**To celebrate this success, we've compiled a slideshow showcasing some of our favorite student-generated headlines and analyses.**  

From insightful observations about changing demographics to clever interpretations of economic trends, these graphs reveal the power of data literacy and the boundless curiosity of young minds.  

**Join us as we explore the world through the lens of data, one graph at a time.**


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##  "What's Going On in This Graph?" Feature Sparks Student Curiosity and Critical Thinking

**Hundreds of thousands of students have engaged with The New York Times Learning Network's "What's Going On With This Graph?" feature, honing their data literacy skills and discovering the power of visual storytelling.**

The weekly activity, coordinated by veteran educator Sharon Hessney, presents a graph published in The New York Times and invites students to delve into its intricacies.  

"We ask students to 'notice and wonder' about the graph," explains Hessney. "What do they see? What questions does it raise? What story is it telling?" 

Students then craft concise headlines that capture the essence of the graph's message.  

The program's success lies in its ability to connect complex data with real-world issues, sparking student curiosity and encouraging critical thinking.  

"One response in particular showed us that we were achieving our objective," Hessney recalls. "Students were connecting the graphs to their own lives and experiences, demonstrating a genuine understanding of the data's significance."

"What's Going On With This Graph?" has become a valuable resource for educators seeking engaging ways to teach data literacy and analytical skills.  

**The feature's popularity highlights the growing importance of data comprehension in today's information-driven world.**


**This article is accompanied by a slideshow featuring some of the most compelling graphs from the "What's Going On With This Graph?" series, showcasing the diverse range of topics explored and the insightful observations made by students.** 
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##  Students Decode Data: A Look at Our Favorite "What's Going On in This Graph?" Moments

**From tracking the spread of misinformation to analyzing the impact of climate change, students across the country are flexing their analytical muscles thanks to The New York Times Learning Network's "What's Going On in This Graph?" feature.**

This weekly activity invites students to delve into a graph published on The New York Times website, prompting them to "notice and wonder" about its hidden stories.  

"It's incredibly rewarding to see students engage with real-world data in such a meaningful way," says Sharon Hessney, coordinator of the feature and a veteran K-12 math teacher. "They come up with insightful questions and craft concise headlines that capture the essence of the graph's message."

The feature has garnered widespread attention, with hundreds of thousands of students participating since its inception.  

**A Glimpse into Student Insights:**

To celebrate this success, we've compiled a slideshow showcasing some of our favorite student-generated headlines and analyses.  

* **"Fake News Spreads Faster Than Truth: A Visual Breakdown"** - This headline, accompanied by a graph depicting the rapid dissemination of false information online, sparked a lively discussion about media literacy and the importance of critical thinking.
* **"Climate Change: A Growing Threat to Coastal Communities"** - Students analyzing a graph illustrating rising sea levels expressed concern about the future of coastal populations and the need for urgent action.
* **"The Gender Pay Gap: A Persistent Challenge"** - This graph, highlighting the disparity in earnings between men and women, prompted students to explore the root causes of gender inequality and advocate for greater pay equity.

These are just a few examples of the powerful insights students have gleaned from "What's Going On in This Graph?" The feature not only strengthens their analytical skills but also empowers them to become informed and engaged citizens. 


**To explore the full slideshow and discover more student-generated headlines, visit [link to slideshow].** 
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##  "What's Going On With This Graph?" Sparks Curiosity and Critical Thinking in Students 

**A slideshow of eye-catching graphs from The New York Times' popular "What's Going On With This Graph?" activity reveals the power of data visualization to engage students and foster critical thinking.** 

The weekly feature, coordinated by Sharon Hessney, a veteran K-12 math teacher and writer, challenges students to analyze a graph published in The New York Times.  

"We ask them, 'What do you notice? What do you wonder? What story is this graph telling?'" explains Hessney. "Then, they craft a short, catchy headline that captures the main idea."

Since its launch, hundreds of thousands of students have participated, demonstrating a remarkable ability to decipher complex information and articulate their insights. 

The slideshow highlights some of the most compelling graphs from the project, showcasing the diversity of topics covered and the ingenuity of student interpretations. 

From tracking global trends to exploring local issues, the graphs spark curiosity and encourage students to think critically about the world around them. 

"It's truly exciting to see students engage with data in such a meaningful way," says Hessney. "This activity empowers them to become active consumers of information and develop essential analytical skills."


The "What's Going On With This Graph?" feature serves as a powerful reminder that data visualization can be both engaging and educational, fostering a deeper understanding of complex issues and empowering students to become informed citizens. 
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##  From "What's Going On With This Graph?" to "Aha!" Moments:  A Look at Student Insights

**New York Times Learning Network's popular feature reveals the power of visual data analysis in the classroom.**

For years, the New York Times Learning Network has been encouraging students to become active readers and critical thinkers through its "What's Going On With This Graph?" feature. Each week, a compelling graph published in the New York Times is presented to students, sparking a lively online discussion.

The premise is simple: students are invited to "notice" trends, "wonder" about underlying stories, and ultimately craft a concise headline that captures the graph's central message.  

Sharon Hessney, a veteran educator and coordinator of the program, has witnessed firsthand the transformative impact this activity has on students. "It's incredibly rewarding to see students engage with real-world data in such a meaningful way," she says. "They quickly develop a keen eye for detail and learn to interpret visual information with confidence."

The success of "What's Going On With This Graph?" lies in its ability to bridge the gap between abstract mathematical concepts and tangible real-world applications. Students learn to connect data points to broader social and economic issues, fostering a deeper understanding of the world around them.

To celebrate the program's success, a special collection of student-generated headlines and insightful observations has been compiled into a captivating slideshow. This visual feast highlights the power of data visualization and the incredible potential of young minds to decipher complex information. 


**See the slideshow here!**  
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Title: What's Going On in This Graph?

In an effort to engage students with real-world data, The New York Times' learning network, What's Going on With This Graph, has been sparking curiosity and critical thinking among students for over a year. This innovative feature, which takes a graph from a past New York Times article and asks students to analyze and discuss it, has garnered hundreds of thousands of participants.

Coordinated by Sharon Hessney, a veteran K-12 math teacher and writer, the program invites students to take part in a live discussion of a graph that was published on the New York Times website. Students are encouraged to share their observations, questions, and insights about the graph, and to think about the story it tells.

The process is simple yet exciting. A graph is selected from a past New York Times article, and students are given a brief window to discuss it. The discussion is then shared with the public, allowing students to see how their peers have interpreted the data. This not only fosters a sense of community but also helps students develop their critical thinking skills.

Hessney's experience with the program has been overwhelmingly positive. "It's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph," she said. "After a short period of time, it's exciting to hear that students are still talking about the graphs even after this very brief exposure."

The success of What's Going on With This Graph can be attributed to its ability to make complex data accessible and relatable to students. By using real-world data from the New York Times, the program helps students see the relevance of math and statistics in everyday life.

The program's impact extends beyond the classroom. Students who have participated in the discussion have reported feeling more confident in their ability to analyze data and think critically. Moreover, the program has sparked interesting conversations among students, parents, and educators about the importance of data literacy in today's world.

As the program continues to grow, it remains to be seen how it will shape the way we approach education and data analysis. One thing is certain, however: What's Going on With This Graph has already made a lasting impact on the lives of hundreds of thousands of students.
##  "What's Going On in This Graph?" - A Slide Show of Student Insights

For years, The New York Times Learning Network has been engaging students with its weekly "What's Going On in This Graph?" activity.  This interactive feature, moderated by veteran K-12 math teacher and writer Sharon Hessney, invites students to analyze graphs published in the Times, sparking lively discussions about data, trends, and the stories they tell. 

"It's really exciting to see how students are still talking about these graphs even after a brief exposure," says Hessney. "They're able to quickly grasp the main idea, come up with catchy headlines, and connect the data to the world around them."

Today, we're taking a look back at some of the most engaging graphs from the "What's Going On in This Graph?" series, showcasing the insightful observations and questions posed by students. 

**Slide 1: "The Rise of the Electric Car"**

This graph, depicting the increasing sales of electric vehicles, sparked a lively debate about the future of transportation and the role of technology in shaping our world. Students noticed the rapid growth in sales and wondered about the factors driving this trend, such as government incentives, environmental concerns, and technological advancements. 

**Slide 2: "The Global Distribution of Wealth"**

This graph, illustrating the stark inequality in wealth distribution across the globe, prompted students to consider the implications of economic disparities. They noticed the concentration of wealth in a small percentage of the population and questioned the factors contributing to this imbalance, such as access to education, healthcare, and opportunities.

**Slide 3: "The Impact of Climate Change on Sea Levels"**

This graph, showing the projected rise in sea levels due to climate change, sparked discussions about the urgency of addressing environmental issues. Students noticed the alarming rate of sea level rise and wondered about the potential consequences for coastal communities and the planet as a whole.

These are just a few examples of the many insightful observations and questions generated by students participating in "What's Going On in This Graph?" The activity demonstrates the power of data visualization to engage students in critical thinking, problem-solving, and understanding the world around them. 

**Join the conversation!** Visit The New York Times Learning Network to explore past "What's Going On in This Graph?" activities and share your own insights. 

##  "What's Going On in This Graph?"  A Slide Show of Student Insights

The New York Times Learning Network's "What's Going On in This Graph?" feature has become a weekly staple for students across the country, sparking lively discussions and critical thinking about data visualization.  Each week, students are presented with a graph from a recent Times article and encouraged to "notice and wonder" about the information it presents. 

This slide show showcases some of our favorite graphs from the past year, along with the insightful observations and questions posed by students.  

**Slide 1:  "The Rise of the Gig Economy"**

This graph, depicting the growth of the gig economy in the United States, sparked a lively debate among students about the pros and cons of this new work model.  One student, commenting on the graph's upward trend, wondered, "Is this a good thing or a bad thing?  Are these jobs providing security or just creating more instability?"  This question perfectly encapsulates the complex issues surrounding the gig economy, highlighting the power of data visualization to spark critical thinking about real-world issues.

**Slide 2:  "Global Temperatures on the Rise"**

This graph, showing the steady increase in global temperatures over the past century, prompted students to consider the implications of climate change.  One student, noticing the sharp upward trend in recent decades, wrote, "This graph makes me worried about the future.  What can we do to slow down this warming trend?"  This response highlights the potential of "What's Going On in This Graph?" to engage students in important social and environmental issues.

**Slide 3:  "The Changing Face of the American Family"**

This graph, illustrating the changing demographics of American families, led to discussions about diversity and inclusion.  One student, noting the increasing number of single-parent households, asked, "Does this mean that families are becoming less traditional?  Is this a positive or negative change?"  This question demonstrates how data visualization can encourage students to think critically about social norms and values.

These are just a few examples of the many insightful observations and questions generated by students participating in "What's Going On in This Graph?"  The program has proven to be a valuable tool for fostering data literacy, critical thinking, and engagement with real-world issues.  We encourage you to visit the New York Times Learning Network website and join the conversation.  You might be surprised by what you learn! 

##  A Slide Show of Stories: "What's Going On in This Graph?" Highlights 

For years, The New York Times Learning Network has been inviting students to dive into the world of data through its weekly "What's Going On With This Graph?" feature. Each week, a graph published in the Times is presented, sparking lively discussions among students who "notice," "wonder," and ultimately, "tell the story" hidden within the data. 

The response has been overwhelmingly positive, with hundreds of thousands of students engaging with the activity. Sharon Hessney, the veteran K-12 math teacher and coordinator of the feature, shares, "It's really exciting to see how students are able to grasp the story behind a graph, even after a brief exposure." 

This week, we're showcasing a selection of our favorite graphs from the "What's Going On With This Graph?" archive. Each graph tells a unique story, and we've chosen examples that highlight the power of data visualization to illuminate complex issues and spark critical thinking. 

**A Glimpse into the Data:**

* **Graph 1: "The Rise of the Gig Economy"**  This bar graph shows the dramatic increase in the number of Americans working in the gig economy over the past decade.  Students were quick to notice the trend, and their discussions explored the implications of this shift for the future of work. 

* **Graph 2: "The Global Impact of Climate Change"**  This map highlights the areas of the world most vulnerable to rising sea levels. Students were able to identify patterns and connect the data to real-world events, fostering a deeper understanding of the urgency of climate action.

* **Graph 3: "The Changing Face of American Education"** This line graph illustrates the decline in enrollment in traditional public schools and the corresponding rise in enrollment in charter schools.  Students debated the reasons behind these trends and explored the implications for educational equity.

**Beyond the Numbers:**

These are just a few examples of the many engaging and thought-provoking graphs featured in "What's Going On With This Graph?"  The activity goes beyond simply teaching students how to read a graph. It encourages them to think critically about the data, explore its context, and draw their own conclusions. 

The success of the "What's Going On With This Graph?" feature demonstrates the power of data visualization to engage students and help them understand the world around them.  We invite you to explore the slideshow and discover the stories hidden within these graphs.  

**Join the Conversation:**

We encourage you to continue the conversation!  Share your thoughts on the graphs in the comments below.  What do you notice? What do you wonder?  And what story do you think each graph is telling? 

## A Slide Show of Student Insights: "What's Going On in This Graph?"

For the past [insert number] years, The New York Times Learning Network has been engaging students in a unique activity called "What's Going On in This Graph?" Each week, students dive into a graph from a recent Times article, exploring its data, asking questions, and crafting headlines that capture its key message. This collaborative learning experience has fostered a love of data analysis and critical thinking in hundreds of thousands of students nationwide. 

Today, we're taking a look back at some of our favorite graphs and the insights students have shared, highlighting the power of visual storytelling and the importance of engaging with the world around us through data.

**A Slide Show of Student Insights**

**Slide 1: "The Rise of the Electric Car"**

This graph, published in [insert year], showed the dramatic increase in electric car sales over the past decade. Students were particularly fascinated by the steep upward trend, leading to lively discussions about factors driving this shift, from environmental concerns to technological advancements.

**Slide 2: "The Changing Face of American Demographics"**

This graph, published in [insert year], displayed the changing racial and ethnic makeup of the United States. Students were quick to notice the growing diversity of the population, leading to insightful conversations about social and cultural implications. 

**Slide 3: "The Global Impact of Climate Change"**

This graph, published in [insert year], showcased the alarming rise in global temperatures over the past century. Students expressed concern and a desire to learn more about the science behind climate change, its consequences, and potential solutions.

**The Power of "What's Going On in This Graph?"**

The success of "What's Going On in This Graph?" lies in its ability to make data accessible and engaging for students. By encouraging them to "notice and wonder," the program fosters critical thinking and a deeper understanding of the world around them. 

As Sharon Hessney, the program's coordinator, states: "Students are still talking about these graphs, even after this brief exposure. It's exciting to see them develop the ability to analyze data, ask insightful questions, and communicate their findings effectively."

The "What's Going On in This Graph?" slide show is just a glimpse into the dynamic learning experience offered by The New York Times Learning Network. Through this program, students are empowered to become data detectives, analyzing information, crafting narratives, and engaging with the world in a meaningful and impactful way. 

##  "What's Going On in This Graph?" - A Slide Show of Student Favorites

For years, The New York Times Learning Network has engaged students in a weekly activity called "What's Going On With This Graph?"  This interactive feature invites students to explore graphs from the newspaper, prompting them to notice patterns, ask questions, and analyze the data presented.  

The activity has resonated with students, sparking discussions and fostering critical thinking skills. Hundreds of thousands of students have participated, dissecting graphs that span a wide range of topics, from global climate change to the local housing market. 

Today, we're celebrating the success of "What's Going On With This Graph?" with a slideshow of some of our favorite student insights from over the years. Each slide showcases a unique graph, accompanied by a compelling student response that captures the essence of the data and its real-world significance. 

**A Student-Led Exploration of Data**

"What's Going On With This Graph?" goes beyond simply presenting data. It encourages students to ask questions, draw connections, and formulate their own interpretations.  The responses we receive demonstrate that students are eager to engage with data, to find meaning within numbers, and to understand how these numbers shape the world around them.

**Unlocking the Power of Visual Representation**

Graphs can often be daunting, but through this activity, students learn to see them as valuable tools for understanding complex information. The ability to interpret and analyze data is a crucial skill in today's world, and "What's Going On With This Graph?" provides a platform for students to develop this skill in an engaging and accessible way.

**A Glimpse into the Student Perspective**

This slideshow offers a glimpse into the minds of students who are actively engaging with data.  It showcases their ability to analyze, interpret, and communicate their understanding of the world around them.  As we continue to build upon this program, we are excited to see what new insights and perspectives students will bring to the table. 

We hope you enjoy this journey through the data, as seen through the eyes of the next generation of critical thinkers. 

out of the graph by asking their students to notice and wonder about the data presented, encouraging critical thinking and analysis. The What's Going On in This Graph? feature has been a hit with students and educators alike, with hundreds of thousands of students participating in the weekly discussions.

In a recent slide show, The New York Times Learning Network showcased some of their favorite graphs from the What's Going On in This Graph? feature. The graphs covered a range of topics, from climate change to income inequality, and were chosen for their ability to spark discussion and critical thinking.

One graph, titled "The Wealth Gap Between Black and White Households," showed the stark disparities in wealth between black and white households in the United States. The graph sparked a lively discussion among students, with many wondering about the historical and systemic factors that contributed to the wealth gap.

Another graph, titled "The Rise of the Gig Economy," showed the increasing number of workers in the United States who are employed in temporary or freelance positions. Students noticed the trend and wondered about the implications for job security and benefits.

The What's Going On in This Graph? feature has been praised for its ability to make complex data accessible and engaging for students. By encouraging students to notice and wonder about the graphs, teachers can help students develop critical thinking skills and a deeper understanding of the world around them.

As Sharon Hessney, the coordinator of the What's Going On in This Graph? feature, notes, "After you've done this for a short period of time, it's really pretty exciting and simple to come up with a short catchy headline about what the story is in the graph." The feature has been a success in part because it allows students to engage with graphs in a meaningful way, rather than simply memorizing data points.

Overall, the What's Going On in This Graph? feature has been a valuable resource for educators and students alike, providing a platform for critical thinking and analysis of complex data. The slide show of favorite graphs is a testament to the power of the feature in engaging students and promoting a deeper understanding of the world around them.
out of the graph by asking their students to notice and wonder about the data presented, encouraging critical thinking and analysis skills.

In a unique collaboration between The New York Times and educators, the "What's Going On in This Graph?" feature has become a staple in classrooms across the country. Every week, a graph from the newspaper's archives is selected and presented to students for discussion. The goal is to engage young minds in analyzing data and understanding the stories behind the numbers.

Sharon Hessney, a seasoned K-12 math teacher and the moderator of the feature, has seen firsthand the impact of this activity on students. "After just a short exposure to the graphs, students are able to come up with catchy headlines that capture the essence of the story," she says. "It's exciting to see how quickly they can develop their analytical skills."

The idea for the feature was born out of a desire to make graphs more accessible and relevant to students. "We wanted to give students the opportunity to engage with graphs that relate to the world around them," says Hessney. "By asking them to notice and wonder about the data, we can help them develop critical thinking and analysis skills."

The process is simple: each week, a graph is selected and presented to students, who are then asked to notice and wonder about the data. They are encouraged to ask questions, make observations, and draw conclusions. The activity is designed to be flexible, allowing teachers to adapt it to their curriculum and students' needs.

The response to the feature has been overwhelmingly positive. Teachers have reported that their students are more engaged in math class and are developing a deeper understanding of data analysis. "It's been a game-changer for my classroom," says one teacher. "My students are now excited to analyze graphs and are able to apply what they've learned to real-world situations."

The "What's Going On in This Graph?" feature has proven to be a valuable tool for educators looking to engage their students in critical thinking and data analysis. By presenting graphs in a fun and interactive way, students are able to develop important skills that will serve them well throughout their academic and professional careers.
out of the graph, and students could learn about the world around them while practicing their math skills. This is the goal of The New York Times' "What's Going On in This Graph?" feature, which has been running for several years on the paper's Learning Network website. Each week, a graph from a recent Times article is presented to students, who are invited to engage in a live discussion about what they notice, what they wonder, and what story the graph is telling.
Since its inception, the feature has attracted hundreds of thousands of students, who have eagerly participated in the discussions and shared their insights. The graphs cover a wide range of topics, from politics and economics to science and health, and are designed to be accessible to students of all ages and skill levels.
Sharon Hessney, a veteran K-12 math teacher and writer, has been a key figure in the success of the "What's Going On in This Graph?" feature. She serves as the moderator and coordinator of the activity, and has helped to guide students and teachers through the process of analyzing and interpreting the graphs.
In a recent interview, Hessney spoke about the impact of the feature on students and teachers alike. She noted that even after a brief exposure to the graphs, students were still talking about them and applying what they had learned to other areas of their lives. She also praised the editors who suggested the feature, saying that it had achieved its objective of giving students the opportunity to see how math and graphs relate to the world around them.
The feature has been so successful that the Times has decided to create a slide show of some of the most popular graphs from the past few years. The slide show will be available on the Learning Network website, and will include commentary from students and teachers who have participated in the discussions.
Overall, the "What's Going On in This Graph?" feature has proven to be a valuable tool for teaching math and critical thinking skills to students, while also helping them to better understand the world around them. As the feature continues to grow in popularity, it is clear that it will remain an important part of the Times' efforts to engage and educate the next generation of readers.
out of the graphs by asking their students to notice and wonder about the data presented, leading to a deeper understanding of the topic at hand.
In a recent slideshow, The New York Times Learning Network showcased some of their favorite graphs from their weekly "What's Going On in This Graph?" activity. The feature, coordinated by Sharon Hessney, invites students to engage in live discussions about graphs published in The New York Times. Students are asked to notice and wonder about the data, and to write a brief headline that captures the main idea of the graph.
Since its inception, the feature has garnered hundreds of thousands of student participants, who have analyzed and discussed graphs on a wide range of topics. Hessney, a veteran K-12 math teacher and writer, has been instrumental in moderating and coordinating the activity.
The editors of The New York Times suggested the idea for the feature, with the goal of giving students the opportunity to engage with graphs that relate to the world around them. Hessney's work has helped to achieve this objective, and the response from students has been overwhelmingly positive.
One teacher, in particular, noted that the "What's Going On in This Graph?" activity has helped to tease out the story behind the data, leading to a deeper understanding of the topic at hand. With its engaging format and focus on real-world data, the activity has proven to be a valuable tool for teachers and students alike.
As the "What's Going On in This Graph?" feature continues to grow and evolve, it is clear that its impact on students' critical thinking skills and understanding of data analysis will only continue to grow. With the help of dedicated educators like Sharon Hessney, students across the country are learning to see the world in a new and exciting way, one graph at a time.
out of the graph by guiding their students to notice patterns and ask questions, and students could apply what they learned in class to real-world situations.
In a slide show, we present some of our favorite graphs from our weekly "What's Going On in This Graph?" activity. The New York Times' Learning Network has been running this feature for years, and it has become a staple for math teachers and students alike. Every week, we take a graph from The New York Times website and ask students to notice and wonder about it. They can then discuss what story the graph is telling and write a brief headline to capture the main idea.
We have compiled a selection of graphs that have caught our attention over the years. From climate change and COVID-19 to economic inequality and social justice, these graphs cover a range of topics that are relevant to the world around us. They are not just numbers and lines, but stories that can be analyzed, interpreted, and debated.
One of our favorite graphs is a line graph that shows the increase in global temperature since 1880. Students noticed that the line rises steeply in the last 50 years and wondered about the causes and consequences of this trend. They discussed how human activities, such as burning fossil fuels, are contributing to global warming and what can be done to mitigate it. They also wrote headlines such as "Global Warming: The Inevitable Future?" and "Can We Turn the Tide on Climate Change?"
Another graph that sparked students' curiosity is a scatter plot that shows the correlation between income and life expectancy in different countries. They noticed that as income increases, life expectancy also increases, but that there are some outliers, such as the United States. They wondered why some countries with high income have lower life expectancy than others and discussed possible factors, such as healthcare, diet, and lifestyle. They wrote headlines such as "Does Money Buy Happiness or Health?" and "The Price of Longevity?"
We have also featured graphs on topics such as gun violence, immigration, education, and sports. Each graph has its own story and can be analyzed from different perspectives. Students and teachers have also created their own graphs based on data they collected in their community or from online sources.
As Sharon Hessney, our moderator and coordinator, puts it: "The beauty of graphs is that they can be interpreted in different ways. They can tell a story, but they can also challenge our assumptions and biases. By engaging with graphs, students can develop critical thinking, statistical literacy, and global awareness."
In a time when data and graphs are everywhere, from social media to news outlets, it is crucial that students learn how to interpret and evaluate them. The "What's Going On in This Graph?" activity provides a fun and educational way to do so. As one student wrote: "I didn't realize how much information a graph can convey. It's not just a bunch of numbers and lines, but a story."
As we continue to run this feature every week, we look forward to seeing what stories our readers will discover in the graphs. Whether it's a line, a bar, a scatter plot, or a pie chart, there is always something to learn and wonder about. Let's keep noticing, questioning, and exploring the world around us through graphs.
**"Visual Insights: A Collection of Our Favorite Graphs from 'What's Going On in This Graph?'**

As part of our ongoing effort to engage students in critical thinking and data analysis, The New York Times' Learning Network has been hosting a weekly feature called "What's Going On in This Graph?" For months, we've been sharing graphs from our archives and inviting students to participate in a live discussion, asking them to notice, wonder, and interpret the data. The response has been overwhelming, with hundreds of thousands of students taking part in the conversation.

To celebrate the success of this initiative, we've curated a selection of some of our favorite graphs from the series. These graphs not only showcase interesting data but also demonstrate the creative and insightful thinking of our student participants.

**Graph 1: The Rise of Remote Work**

This graph, published in our Business section, shows the rapid growth of remote work in the United States. Students noticed the steep increase in remote work during the pandemic and wondered about the long-term implications for the workforce. One student's headline read, "Remote Work on the Rise: Is the Office a Thing of the Past?"

**Graph 2: Climate Change and Sea Levels**

This graph, from our Science section, illustrates the alarming rate of sea-level rise over the past century. Students observed the accelerating trend and wondered about the consequences for coastal communities. A student's headline captured the essence of the graph: "Sea Levels Rising: A Ticking Time Bomb for Coastal Cities?"

**Graph 3: The Impact of Social Media on Mental Health**

This graph, from our Health section, explores the correlation between social media use and mental health in teenagers. Students noticed the striking pattern and wondered about the underlying causes. A student's headline asked, "Is Social Media the Culprit Behind the Rise in Teen Depression?"

**Graph 4: The Shift in Global Economic Power**

This graph, from our Business section, shows the changing landscape of global economic power. Students observed the decline of traditional economic powers and the rise of new players. A student's headline read, "The New Economic Order: Who's Up, Who's Down?"

These graphs, and many more like them, have sparked important discussions and insights among our student participants. By engaging with data in a meaningful way, students develop essential skills in critical thinking, analysis, and communication.

We're thrilled to see students continuing to talk about these graphs even after the initial discussion. As one teacher noted, "The graphs have become a catalyst for deeper conversations about the world around us."

We invite you to explore our collection of favorite graphs and join the conversation. What do you notice? What do you wonder? What story do these graphs tell?

**Join the discussion and share your thoughts on our Learning Network website.**
**"Visualizing the World: A Look Back at Our Favorite 'What's Going On in This Graph?' Moments"**

As we celebrate another year of exploring the world through data, we're taking a moment to reflect on some of the most thought-provoking and insightful graphs from our popular "What's Going On in This Graph?" feature. Since its inception, hundreds of thousands of students have participated in our weekly discussions, analyzing and interpreting graphs from The New York Times to uncover the stories behind the numbers.

In this special slideshow, we're highlighting some of our favorite graphs from the past year, along with the creative and perceptive headlines written by students who participated in our live discussions. From the impact of climate change to the latest trends in technology, these graphs showcase the power of data visualization to help us understand the world around us.

**Slide 1: "Rising Temperatures, Rising Concerns"**

This graph, published in our Climate section, shows the steady increase in global temperatures over the past century. Students noticed the steep incline in recent years and wondered about the implications for our planet's future. One student's headline read, "Earth's Fever: A Warning Sign for Our Future?"

**Slide 2: "The Shift to Remote Work"**

This graph, featured in our Business section, illustrates the rapid growth of remote work in the United States. Students observed the significant increase in remote workers during the pandemic and pondered the long-term effects on the workforce. A student's headline asked, "Is the Office Obsolete?"

**Slide 3: "The Cost of Higher Education"**

This graph, published in our Education section, highlights the rising costs of attending college in the United States. Students noticed the stark contrast between the increasing cost of tuition and the stagnant growth of family incomes. A student's headline read, "Priced Out: The Unaffordability of Higher Ed"

**Slide 4: "The Impact of Social Media on Mental Health"**

This graph, featured in our Science section, explores the correlation between social media use and mental health in teenagers. Students observed the alarming trend of increased screen time and wondered about the consequences for young people's well-being. A student's headline asked, "Is Social Media a Mental Health Minefield?"

These graphs, and many more like them, have sparked important discussions and insights among our student participants. By encouraging students to engage with data in a meaningful way, we hope to inspire a new generation of critical thinkers and problem-solvers.

As we continue to explore the world through data, we invite you to join us on this journey of discovery. Stay tuned for more "What's Going On in This Graph?" features, and don't forget to share your own observations and insights with us on social media using the hashtag #WhatsGoingOnInThisGraph.
**"Unpacking the Power of Visual Data: Our Favorite 'What's Going On in This Graph?' Moments"**

As part of our ongoing effort to engage students with real-world data, The New York Times' Learning Network has been hosting a weekly feature called "What's Going On in This Graph?" Since its inception, hundreds of thousands of students have participated in live discussions, analyzing and interpreting graphs from our publications. To celebrate the success of this initiative, we've curated a selection of our favorite graphs from the past year, along with some of the most insightful student responses.

**A Look Back at Some of Our Favorite Graphs**

From climate change to social justice, our graphs have covered a wide range of topics that resonate with students. Here are a few that stood out:

1. **The Rise of Renewable Energy**

This graph, published in our Energy section, showed the rapid growth of renewable energy sources in the United States. Students noticed the dramatic increase in wind and solar power, and wondered if this trend would continue. One student's headline read: "Renewable Energy on the Rise: A Brighter Future Ahead?"

2. **The Disproportionate Impact of COVID-19 on Minority Communities**

This graph, from our Health section, highlighted the disparities in COVID-19 cases and deaths among different racial and ethnic groups. Students were struck by the stark differences in the data and asked important questions about the underlying causes. A student's headline read: "COVID-19 Exposes Deep-Rooted Health Inequities in the US"

3. **The Shrinking Middle Class**

This graph, from our Business section, illustrated the decline of the middle class in the United States. Students observed the shift towards a more polarized economy and wondered about the implications for economic mobility. A student's headline read: "The Vanishing Middle Class: A Threat to the American Dream?"

**What Students Take Away**

As we reflect on the success of "What's Going On in This Graph?", we're heartened by the thoughtful responses from students. They're not just analyzing data – they're developing essential skills in critical thinking, problem-solving, and communication. As one teacher noted, "My students are still talking about the graphs even after the activity is over. It's amazing to see them connect the dots between data and real-world issues."

**Join the Conversation**

We invite you to explore our slideshow of favorite graphs and student responses. Join the conversation by sharing your own thoughts and insights on social media using the hashtag #WhatsGoingOnInThisGraph. Together, let's empower students to become active participants in the world of data-driven storytelling.

**About the Author**

Sharon Hessney is a veteran K-12 math teacher, writer, and moderator, and coordinator of The New York Times' Learning Network's "What's Going On in This Graph?" feature.
Here is a potential news article based on the topic and context:

**"Exploring the World Through Data: Our Favorite 'What's Going On in This Graph?' Moments**

For the past year, The New York Times' Learning Network has been engaging students and educators alike with its weekly "What's Going On in This Graph?" feature. Every week, we publish a graph from our archives and invite students to examine it, ask questions, and come up with their own headlines that capture the story behind the data.

The response has been overwhelming, with hundreds of thousands of students participating in the live discussions and sharing their insights with us. As the coordinator of the feature, I've been thrilled to see students develop their critical thinking skills and learn to extract meaning from complex data.

To celebrate the success of "What's Going On in This Graph?", we've put together a slideshow of some of our favorite graphs from the past year. From the impact of climate change on global temperatures to the demographics of the US Supreme Court, these graphs showcase the power of data to tell compelling stories about the world around us.

One of the most heartening aspects of the feature has been seeing students make connections between the graphs and their own lives. For example, one student noted that a graph on the rise of social media usage was particularly relevant to their own experiences with online platforms.

"I never realized how much time I spend on my phone until I saw this graph," the student wrote. "It's crazy to think about how much of our lives are spent online."

Another student used a graph on the economics of the NFL to think critically about the business side of professional sports.

"I didn't know that NFL teams made so much money from merchandise sales," the student observed. "It makes sense, though - I've always seen a lot of people wearing jerseys and other team gear."

These responses illustrate the core goal of "What's Going On in This Graph?": to give students the opportunity to engage with real-world data and develop a deeper understanding of the world around them. By providing a platform for students to explore and interpret graphs, we're helping them build essential skills in critical thinking, problem-solving, and communication.

As we look back on the past year of "What's Going On in This Graph?", we're excited to see what the future holds for this feature. We invite you to explore our slideshow of favorite graphs and join the conversation by sharing your own thoughts and insights with us.

**Slide Show: Our Favorite 'What's Going On in This Graph?' Moments**

[Insert slideshow with images of graphs and student responses]

We hope you enjoy this look back at some of our favorite "What's Going On in This Graph?" moments. Join us every week on the Learning Network for a new graph and the opportunity to share your thoughts and insights with us."
**"Exploring the World Through Data: A Slide Show of Our Favorite Graphs"**

As part of The New York Times' Learning Network, we've been featuring a weekly activity called "What's Going On in This Graph?" where students are invited to explore and interpret graphs from our website. The response has been overwhelming, with hundreds of thousands of students participating and sharing their observations and insights.

To date, we've seen some incredible graphs that have sparked interesting discussions and debates. From climate change to social justice, these visual representations of data have given students a unique perspective on the world around them. In this slide show, we're showcasing some of our favorite graphs from the past year, along with some of the most thoughtful and thought-provoking responses from our young participants.

**Slide 1: COVID-19 Cases by Country**

This graph, published in March 2020, showed the rapid spread of COVID-19 cases around the world. Students noticed the exponential growth in cases and wondered about the effectiveness of government responses to the pandemic. One student's headline read, "Coronavirus Spreads Rapidly, World Struggles to Keep Up."

**Slide 2: Climate Change and Rising Sea Levels**

This graph, from our Climate and Environment section, illustrated the alarming rate of sea level rise over the past century. Students were concerned about the impact on coastal communities and ecosystems, and one student's headline asked, "Will We Sink or Swim in a World of Rising Sea Levels?"

**Slide 3: Income Inequality in the United States**

This graph, featured in our Business section, highlighted the widening gap between the rich and the poor in the United States. Students observed the stark disparities in income distribution and wondered about the consequences for social mobility and economic growth. A student's headline read, "The Rich Get Richer, But What About the Rest of Us?"

**Slide 4: The Impact of Screen Time on Mental Health**

This graph, from our Health section, explored the correlation between screen time and mental health in teenagers. Students noted the disturbing trend of increased screen time and decreased mental well-being, and one student's headline asked, "Is Our Addiction to Screens Harming Our Minds?"

These graphs, and many more like them, have sparked rich discussions and debates among our student participants. By exploring the stories behind the data, students are developing essential skills in critical thinking, analysis, and communication. As one teacher noted, "What's Going On in This Graph?" has become a staple of our classroom routine, encouraging students to engage with the world around them in a meaningful way.

As we continue to feature new graphs and invite students to share their thoughts, we're excited to see what other insights and perspectives emerge. Join us each week for "What's Going On in This Graph?" and discover the power of data-driven storytelling in the classroom.