Lifestyle
No ‘Green Shoots’ of Academic Recovery as 2022-23 Mathematics, Reading Scores of 13-Year-Olds Decline
WASHINGTON /PRNewswire/ — The nation’s 13-year-olds showed the largest declines ever recorded on the National Assessment of Educational Progress (NAEP) long-term trend assessment (LTT) in mathematics, according to results released today by the National Center for Education Statistics (NCES). The average mathematics score for 13-year-olds declined 9 points between the 2019‒20 and 2022‒23 school years, and the average reading score declined 4 points over the same time period.
“The ‘green shoots’ of academic recovery that we had hoped to see have not materialized, as we continue to see worrisome signs about student achievement and well-being more than two years after most students returned for in-person learning,” said NCES Commissioner Peggy G. Carr. “There are signs of risk for a generation of learners in the data we are releasing today and have released over the past year. We are observing steep drops in achievement, troubling shifts in reading habits and other factors that affect achievement, and rising mental health challenges alongside alarming changes in school climate. The mathematics decline for 13-year-olds was the single largest decline we have observed in the past half a century. The mathematics score for the lowest-performing students has returned to levels last seen in the 1970s, and the reading score for our lowest-performing students was actually lower than it was the very first year these data were collected, in 1971.”
The data released today were collected between October and December 2022, during the 2022‒23 academic year. In mathematics, scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined for Black students, Hispanic students, American Indian/Alaska Native students, students of two or more races, and White students. Declines ranged from 6 points (for White students) to 20 points (for American Indian/Alaska Native students). Mathematics scores for Asian students were not measurably different comparing 2019‒20 and 2022‒23. Scores declined for girls as well as boys, across all regions of the country, and across all school locations. Mathematics scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.
In reading, scores declined since 2019–20 for Black students, White students, and students of two or more races. Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different. Reading scores declined for 13-year-olds attending city, suburban, and rural schools, but were not measurably different for schools located in towns. Reading scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.
“Prior to 2012, we had seen noticeable improvements in mathematics achievement and some improvement in reading achievement since the 1970s,” said NCES acting Associate Commissioner Dan McGrath. “Scores for 13-year-olds declined for the first time in both subjects between 2012 and 2020, beginning a downward trajectory that has lasted for more than a decade, and has not been reversed. Middle school is a critical time for students—a time when they are maturing academically as well as socially and emotionally. What happens for students in middle school can strongly influence their path through high school and beyond.”
Fewer Students ‘Reading for Fun’
“Reading for fun is strongly associated with higher achievement,” explained Commissioner Carr. “Yet fewer students, especially lower-performing students, are reading for fun compared to a decade ago. Aside from its academic effects, reading opens the mind and the heart to new ways of seeing and thinking about the world. Many of our young people will never discover latent passions or areas of interest without reading broadly on their own time.”
The percentage of 13-year-olds who said they “never or hardly ever” read for fun has risen over the past decade; about one-third (31 percent) of 13-year-olds said they “never or hardly ever” read for fun in 2023, while 22 percent said they “never or hardly ever” read for fun in 2012.
Higher-performing students were more likely to read for fun; 51 percent of 13-year-olds scoring at or above the 75th percentile on the NAEP reading assessment reported reading for fun at least once per week, while 28 percent of students scoring below the 25th percentile reported reading for fun at least once per week.
Fewer Students Taking Algebra
There have been significant shifts in mathematics coursetaking since 2012. While about one-third of 13-year-olds (34 percent) in 2012 said they were currently taking algebra, that figure has declined to 24 percent in 2023. The percentage of 13-year-olds enrolled in pre-algebra has also declined since 2012; 29 percent of 13-year-olds in 2012 said they were currently taking pre-algebra, and that has declined to 22 percent in 2023. By contrast, the percentage of 13-year-olds taking regular mathematics has risen. In 2012, 28 percent of 13-year-olds said they were currently taking regular mathematics, and that has risen to 42 percent in 2023.
The data suggests this drop in algebra coursetaking is driven by the West region. In 2012, 51 percent of 13-year-olds in the West were currently enrolled in algebra; that has declined to 19 percent in 2023. There were no other measurable differences across the other regions.
Results by Subject
Mathematics
- The average mathematics score (271) for 13-year-old students was 9 points lower in 2023 than in 2020 and 14 points lower than in 2012 but was 5 points higher than in 1973.
- Mathematics scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10th, 25th, 50th, 75th, and 90th percentiles. There were greater declines for lower-performing students (students at the 10th and 25th percentiles) than their higher-performing peers at the 75th and 90th percentiles.
- The score declined 14 points for students at the 10th percentile, from 228 in 2020 to 213 in 2023.
- The score declined 12 points for students at the 25th percentile, from 255 in 2020 to 244 in 2023.
- The score declined 8 points for students at the 50th percentile, from 282 in 2020 to 274 in 2023.
- The score declined 6 points for students at the 75th percentile, from 307 in 2020 to 301 in 2023.
- The score declined 6 points for students at the 90th percentile, from 329 in 2020 to 322 in 2023.
- The mathematics score for students at the 10th percentile in 2023 (213) was not significantly different compared to the score for students at the 10th percentile in 1978 (213).
- Mathematics scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined by 13 points for Black students (from 256 to 243), declined by 10 points for Hispanic students (from 267 to 257), declined by 20 points for American Indian/Alaska Native students (from 275 to 255), declined by 8 points for students of two or more (from 285 to 277), and declined by 6 points for White students (from 291 to 285).
- The mathematics scores also declined for both male and female students, for students attending schools in all school locations, and for students from all regions of the country.
- Enrollment in algebra has declined since 2012 among 13-year-olds overall.
Reading
- The average reading score (256) for 13-year-old students was 4 points lower in 2023 than in 2020 and seven points lower than in 2020 and was not significantly different from the average score in 1971 (255).
- Reading scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10th, 25th, 50th, 75th, and 90th percentiles.
- The score declined 7 points for students at the 10th percentile, from 209 in 2020 to 202 in 2023.
- The score declined 6 points for students at the 25th percentile, from 236 in 2020 to 231 in 2023.
- The score declined 4 points for students at the 50th percentile, from 262 in 2020 to 258 in 2023.
- The score declined 4 points for students at the 75th percentile, from 287 in 2020 to 283 in 2023.
- The score declined 3 points for students at the 90th percentile, from 308 in 2020 to 305 in 2023.
- The reading score for students at the 10th percentile in 2023 (202) was lower than the reading score for students at the 10th percentile in 1971 (208). The score for students at the 25th percentile in 2023 (231) was not significantly different from the score for students at the 25th percentile in 1971 (232). The score for students at the 50th percentile in 2023 (258) was not significantly different from the score for students at the 50th percentile in 1971 (257).
- Scores for Black students declined 7 points (from 244 in 2020 to 237 in 2023); declined by 8 points for students of two or more races (from 265 to 257); and declined by 4 points for White students (from 269 to 264). Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different.
- Students who reported reading for fun more often tended to score higher, but a rising percentage of 13-year-olds say that they “never or hardly ever” read for fun.
How Results Are Reported
Student performance on the LTT assessments is reported in several ways: scale scores, percentile scores, performance levels, student group scores, and score gaps.
Scale scores represent the average performance of students on a scale of 0 to 500. Scores are reported at the national level and for groups of students based on race/ethnicity, gender, and other demographic characteristics.
About the Assessment
Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored student performance in reading and mathematics through the long-term trend (LTT) assessments. The LTT assessments are age-based, rather than grade-based, and assess 9-year-old, 13-year-old, and 17-year-old students.
The LTT assessments measure basic reading and mathematics skills to gauge how the performance of U.S. students has changed over time. At age 13, reading was first assessed in 1971 and mathematics was first assessed in 1973. The LTT reading assessment asks students to read short texts and answer mostly multiple-choice questions, though there are a few questions requiring written responses. For mathematics, students answer mostly multiple-choice questions related to basic math facts, computations, formulas, and real-life applications. Survey questionnaires, which are administered to students, teachers, and school administrators who participate in an LTT assessment, are used to collect and report contextual information about students’ learning experience in and out of the classroom.
The 2023 long-term trend assessment for 13-year-olds was administered between October and December of 2022, during the 2022–23 academic year. The assessment schedule was amended so that NCES could collect, analyze, and report data on 13-year-old students during the 2022–23 school year to report a snapshot of how student achievement has changed since immediately before the onset of the COVID-19 global health emergency.
Visit https://www.nationsreportcard.gov/ to view the report.
The National Center for Education Statistics, a principal agency of the U.S. Federal Statistical System, is the statistical center of the U.S. Department of Education and the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. Founded in 1867, NCES fulfills a congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.
The National Assessment of Educational Progress (NAEP) is a congressionally authorized project sponsored by the U.S. Department of Education. The National Center for Education Statistics, within the Institute of Education Sciences, administers NAEP. The commissioner of the National Center for Education Statistics is responsible by law for carrying out the NAEP project. Policy for the NAEP program is set by the National Assessment Governing Board (NAGB), an independent, bipartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Since 1990, NAGB has been developing achievement levels, which are being used on a trial basis.
SOURCE National Center for Education Statistics
Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.
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(Family Features) For moms who breastfeed, the idea of introducing a bottle can feel like a big change. Whether supplementing for personal reasons, returning to work or ensuring adequate nourishment, the transition between breast and bottle can be eased with the right approach – and the right tools. Here’s how to make this process smooth and stress-free for both you and your baby.
Begin Gradually and Mindfully
When supplementing with a bottle, it’s important to start slowly, ideally once breastfeeding is well-established, usually after the first few weeks. Begin by replacing one breastfeeding session with a bottle feeding and gradually increase as needed. This gradual transition helps your baby adapt to the new experience without feeling overwhelmed or confused. If you have questions or concerns about introducing bottle feeding, your pediatrician is an excellent resource.
Prioritize the Right Bottle Design
Using a bottle that closely mirrors the breastfeeding experience can make all the difference in a smooth transition. For example, NUK’s Perfect Match Bottle, from the No. 1 hospital-trusted brand (based on industry data) for feeding, is specifically designed to bridge the gap between breast and bottle feeding. Its ultra-soft silicone nipple is shaped to mimic the feel of a mother’s breast, adapting to your baby’s unique palate for a familiar, comforting feeding experience. This breast-like comfort can make the transition seamless and intuitive for babies. Additionally, it features an advanced anti-colic venting system that minimizes air intake, reducing digestive discomfort and keeping your baby comfortable for a calm, enjoyable feeding time – without the hassle of extra parts to clean.
Maintain Familiar Feeding Conditions
Convincing a breastfed baby to take a bottle can take a bit of patience. Ease the transition by creating an environment similar to breastfeeding conditions to provide a comforting and familiar experience for your baby. Hold your baby close, make eye contact and create a quiet environment to establish a sense of security. Also, plan for bottle feedings when you know your baby is ready to eat, but not overly hungry or fussy.
Use a Safe and Convenient Feeding System
One common concern when supplementing is ensuring milk is served at a safe temperature. With a built-in SafeTemp indicator that changes color if the milk is too hot, the NUK Perfect Match bottle gives parents peace of mind. This feature can simplify the feeding process, making it more intuitive for busy caregivers.
Enlist Help with Bottle Feeding
Sometimes, a baby may be more likely to accept a bottle when offered by someone other than the breastfeeding parent. A partner or caregiver can introduce bottle feeding, helping your baby adapt without associating it directly with breastfeeding. Once established, you can alternate who offers the bottle.
Stay Flexible and Patient
Every baby’s journey is unique, and patience is key. If challenges arise during supplementation, such as bottle refusal or digestive changes, seek guidance from your pediatrician or a lactation consultant. They can help tailor the approach to your baby’s needs.
Discover the future of feeding and learn more at nuk-usa.com.
SOURCE:
NUK
Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.
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Lifestyle
Sex on TV: Less impact on teens than you might think
Research shows that, despite fears, exposure to sexual media does not meaningfully correlate with teens and sexual behavior. Instead, parental guidance remains crucial in shaping teens’ understanding of sexuality.
Christopher J. Ferguson, Stetson University
Few people would doubt that sex is ubiquitous in media – whether movies, television, music or books – and that teens today have unprecedented access to all of it. It’s often taken for granted that this easy access to “sexy media” has an influence on teenage sexuality.
Specifically, the worry is that teens may have sex earlier or engage in higher-risk sexual activities such as having multiple partners or exposing themselves to potential pregnancies or STDs. In 2010 the American Academy of Pediatrics even published a position paper claiming that sexually explicit media could promote risky teen sexual behavior.
But government data find that teens are actually waiting longer than in the past to have sex. And teen pregnancy rates are at historic lows. How is it possible that sexy media has such a pernicious effect even as teen sexuality is becoming healthier?
I’ve spent more than a decade researching how media – like video games or advertising – influences youth behavior. What fascinates me is how society interacts with media, often embracing salacious content while simultaneously blaming it for societal problems, whether real or imagined.
So my colleagues and I decided to look at the research on sexy media and teenage sexual behavior to see how the strong the link between the two is.
Sexy media doesn’t predict sexual behavior
Despite the common assumptions about sex in the media and its alleged effects on teens, the evidence behind the link is weak. Some studies find evidence for a small effect (perhaps in some circumstances but not others), while others find no evidence for any effect.
One reason the evidence may not be conclusive is that there are practical and ethical limitations to conducting research. We can’t run experiments where teens watch different TV shows and we wait around to see who has sex. This means research often relies on self-reported data. What we do is ask teens to report on their sexual behavior and their media preferences, as well as other variables we might like to control for (such as personality or family environment) and see if correlations exist.
With this in mind, my colleagues Patrick Markey at Villanova and Danish researcher Rune Nielsen and I conducted a meta-analysis of 22 studies with over 22,000 participants that examine the correlation between sexy media and teenage sexual behavior. A meta-analysis lets us look for commonalities in the results, and is something that had not been done previously with this pool of research.
All of the studies in the meta-analysis looked at depictions of sexual situations, nudity, partial nudity or explicit discussions of sex in television shows or movies easily accessible to minors (and thus excluded pornography).
In particular, we were curious to see whether sexy media predicted teen sexual behavior once other variables had been controlled. For instance, maybe boys tend to watch sexier media and also are more sexually risk-taking. Or perhaps youth who are more liberal in terms of personality are more open both to sexy media and earlier sexual initiation. Perhaps a difficult family background is the underlying key to understanding any correlation between media use habits and actual sexual behavior.
Ultimately, this is what we found. Once other factors such as family environment, personality or even gender were controlled, sexy media exposure did not meaningfully correlate with teen sexual behavior.
Contrary to common fears, sexy media doesn’t seem to have any practical significance for when teens first have sex or start other sexual behaviors. This lack of correlation is a warning sign we might be on the wrong track in trying to blame media for teen sexual risk-taking.
Why doesn’t media influence teens?
There are numerous theories that discuss how individuals and media interact. However, many older media effects theories didn’t consider why people were drawn to media, how they processed it, or what they hoped to get from it. Such theories assumed viewers simply irrationally and purposelessly imitated what they saw. Most of the papers we examined in our meta-analysis were tests of these basic, automatic, media effects theories.
In the past few years, some scholars (myself included) have specifically called for the retirement of these older media effects theories. This is because the evidence increasingly suggests that fictional media such as feature movies or sitcoms media is too remote to have a clear impact on consumers’ behavior, especially compared to families and peers.
In addition, emerging evidence suggests that young children process fictional media differently from real events. If small children are able to process a difference between fictional events and real events, we can assume that teens don’t really expect media to reflect reality.
Our results regarding the limited impact of media also fit with the observations from societal data. Despite a plethora of sexual media available to teens, a crisis of risky teen sexual behavior has not emerged.
We watch what we’re interested in watching
Newer models of media use suggest that it is the individuals who consume media, not the media itself, who are the driving agents of behavior. Evidence suggests that users seek out and interpret media according to what they want to get from it, rather than passively imitating it.
People don’t generally accidentally watch media, sexual or otherwise, but are motivated to do so because of preexisting desires.
For instance, some recent studies have indicated that youth seek out media that fit with preexisting motives, called a selection effect, but that media don’t necessarily lead to further problem behaviors. For example, research suggests that some teens who are already aggressive might be interested in violent video games, but playing such games doesn’t make kids more aggressive.
That’s a point that sometimes seems ignored when we talk about teens and sex. Interest in sex is a largely biologically motivated process; fictional media really isn’t required. Teens will become interested in sex all on their own.
Parents have more influence than the media
Parents can rest a bit easier since the evidence suggests that media isn’t a primary driver of teen sexuality.
To the extent media has any impact at all, it is likely only in a vacuum left by adults reluctant to talk to kids about sex, especially the stuff kids really want to know.
How do you ask someone out on a date and how do you handle it if they say no? What does sex feel like? When is it OK to have sex? What are the risks and how do you avoid them? In the face of patient, empathic and informative discussions about sex by adults kids trust, the media likely has little influence.
Ultimately, whether media have salacious or more conscientious portrayals of sexuality, we should not expect media to replace conversations with youth by parents, guardians and educators.
I’m not suggesting everyone run out and buy “50 Shades of Grey” for their teen, but if teens happen to come across it (and they will), it’s not the end of the world.
The important thing for parents is to talk to their kids.
Christopher J. Ferguson, Associate Professor of Psychology, Stetson University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.
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Stephen Lind, University of Southern California
It’s hard to imagine a holiday season without “A Charlie Brown Christmas.” The 1965 broadcast has become a staple – etched into traditions across generations like decorating the tree or sipping hot cocoa.
But this beloved TV special almost didn’t make it to air. CBS executives thought the 25-minute program was too slow, too serious and too different from the upbeat spectacles they imagined audiences wanted. A cartoon about a depressed kid seeking psychiatric advice? No laugh track? Humble, lo-fi animation? And was that a Bible verse? It seemed destined to fail – if not scrapped outright.
And yet, against all the odds, it became a classic. The program turned “Peanuts” from a popular comic strip into a multimedia empire – not because it was flashy or followed the rules, but because it was sincere.
As a business professor who has studied the “Peanuts” franchise, I see “A Charlie Brown Christmas” as a fascinating historical moment. It’s the true story of an unassuming comic strip character who crossed over into television and managed to voice hefty, thought-provoking ideas – without getting booted off the air.
Call from the blue
The “Peanuts” special came together out of a last-minute scramble. Somewhat out of the blue, producer Lee Mendelson got a call from advertising agency McCann-Erickson: Coca-Cola wanted to sponsor an animated Christmas special.
Mendelson had previously failed to convince the agency to sponsor a “Peanuts” documentary. This time, though, he assured McCann-Erickson that the characters would be a perfect fit.
Mendelson called up “Peanuts” comic strip creator Charles “Sparky” Schulz and told him he had just sold “A Charlie Brown Christmas” – and they would have mere months to write, animate and bring the special to air.
Schulz, Mendelson and animator Bill Melendez worked fast to piece together a storyline. The cartoonist wanted to tell a story that cut through the glitz of holiday commercialism and brought the focus back to something deeper.
While Snoopy tries to win a Christmas lights contest, and Lucy names herself “Christmas queen” in the neighborhood play, a forlorn Charlie Brown searches for “the real meaning of Christmas.” He makes his way to the local lot of aluminum trees, a fad at the time. But he’s drawn to the one real tree – a humble, scraggly little thing – inspired by Hans Christian Andersen’s fairy tale “The Fir Tree.”
Jazz – and the Bible
Those plot points would likely delight the network, but other choices Schulz made were proving controversial.
The show would use real children’s voices instead of adult actors’, giving the characters an authentic, simple charm. And Schulz refused to add a laugh track, a standard in animated TV at the time. He wanted the sincerity of the story to stand on its own, without artificial prompts for laughter.
Meanwhile, Mendelson brought in jazz musician Vince Guaraldi to compose a sophisticated soundtrack. The music was unlike anything typically heard in animated programming, blending provocative depth with the innocence of childhood. https://open.spotify.com/embed/album/2XnNY3GEkbWHor5kyvXLu4?utm_source=generator
Most alarming to the executives was Schulz’s insistence on including the heart of the Nativity story in arguably the special’s most pivotal scene.
When Charlie Brown joyfully returns to his friends with the spindly little tree, the rest of the “Peanuts” gang ridicule his choice. “I guess I really don’t know what Christmas is all about,” the utterly defeated Charlie Brown sighs.
Gently but confidently, Linus assures him, “I can tell you what Christmas is all about.” Calling for “Lights, please,” he quietly walks to the center of the stage.
In the stillness, Linus recites the Gospel of Luke, Chapter 2, with its story of an angel appearing to trembling shepherds:
And the angel said unto them, Fear not: for, behold, I bring you tidings of great joy, which shall be to all people.
For unto you is born this day in the city of David a savior, which is Christ the Lord.
https://www.youtube.com/embed/KXmGLJ0S1Bs?wmode=transparent&start=0 Leave it to Linus to deliver the ‘true meaning’ of Christmas.
“Glory to God in the highest, and on earth peace, good will toward men,” he concludes, picking up his security blanket and walking into the wings. The rest of the gang soon concludes Charlie Brown’s scrawny tree isn’t so bad, after all – it just “needs a little love.”
When Schulz discussed this idea with Mendelson and Melendez, they were hesitant. For much of U.S. history, Protestant Christianity was the default in American culture, but in the years since World War II, society had grown somewhat more mindful of making room for Catholic and Jewish Americans. Unsure how to handle the shifting norms, many mainstream entertainment companies in the 1960s tended to avoid religious topics.
“The Bible thing scares us,” CBS executives said when they saw the proofs of the special. But there was simply no time to redo the entire dramatic arc of the special, and pulling it was not an option, given that advertisements had already run.
Fun and philosophy
Fortunately for the “Peanuts” franchise, when the special aired on Dec. 9, 1965, it was an instant success. Nearly half of American households tuned in, and the program won both an Emmy and a Peabody Award. Schulz had tapped into something audiences were craving: an honest, heartfelt message that cut through the commercialism.
Millions of viewers have continued to tune in to the show’s annual rebroadcast for over 50 years on CBS and then ABC – and now Apple TV+.
When I was researching my spiritual biography of Schulz, “A Charlie Brown Religion,” one of my favorite finds was a 1965 letter from a Florida viewer, Betty Knorr. She praised the show for stressing “the true meaning of the Christmas season” at a time when “the mention of God in general (is) being hush hushed.”
The magic of Schulz’s work, though, is that it resonates across demographics and ideologies. Some fans find comfort in the show’s gentle message of faith, while others embrace it in a purely secular way.
Simple but poignant, Schulz’s art and gentle humor can do two things. They can act as safe entry points for some pretty hefty thoughts – be they psychiatric, cultural or theological. Or “Peanuts” cartoons can simply be heartwarming, festive entertainment, if that’s what you want.
Today, both the “Peanuts” empire and the Christmas industry are thriving. Back in the 1960s, commercial realities almost derailed Schulz’s special, yet those same forces ultimately ensured its broadcast. The result is a lasting touchstone of innocence, hope and belief.
Stephen Lind, Associate Professor of Clinical Business Communication, University of Southern California
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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