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Matthew Lynch published in Policy & Reform, Teachers

Reforming K-12 Education: How the Activists are Doing It

By Matthew Lynch

Activism when it comes to public K-12 education is flourishing. Laws regarding K-12 education are no longer simply handed down and enforced without pushback – student, parents, teachers and outside activists have a larger voice than ever when it comes to the decisions impacting the future of their public schools.

After some thought, I came up with the most impactful things (in no particular order) that education activists have done in the past few years when it comes to K-12 education:

Student-driven change. When it comes to the paths of their educations, K-12 public school students are standing up for their rights more than ever before and empowering positive changes in their learning experiences. In April, over 100 Chicago Public Schools students made news when they skipped their standardized testing to protest the tests instead. Speaking to the press, one CPS student said that the protest was designed to draw attention to the fact that “standardized testing should not decide the future of our schools and students.” Student-led zombie flash mobs took place in front of the Philadelphia School District headquarters to oppose the closing of public schools in the city. Hoards of students in other cities like Denver, Providence and Philadelphia followed suit and spoke out against the advance of high-stakes testing and school closing. They rallied together and marched relentlessly to prove their strong dislike against standardized testing – and the belief the effects are not a true measure of success in the real world. While there may have been some parental encouragement behind the scenes, these students appeared to act alone in their pursuit of a better public school learning experience.
Parents as reformers. In California, the parent-led “trigger movement” made waves as parents demanded more from failing public schools. Dessert Springs Elementary School in Adelanto is an example of a school that was transformed from a consistently failing school (students had reading scores in the bottom 10 percent of the state) to a public charter that better served its student body – all because parents took a stand and demanded the change. The Lone Star State had some big news this year when a coalition led by parents was successful in petitioning the state to reduce by two-thirds the number of tests required to graduate high school. In 2011, the state required at least 15 high-stakes tests on students prior to earning their diploma. Two years of hard work later, the Texas legislature passed an education bill reducing the number of tests to five.

Activists stepping up. During 2013, civil rights advocates found an audience with Secretary of Education Arne Duncan. In January, these public-school supporters gathered in DC to discuss their grievances to the Department of Education. The Journey for Justice came as Chicago was on the cusp of closing around 50 schools, and New York and Philadelphia had voted to close more than 20 each. These activists had every right to speak up – research shows that the closing of public schools in urban areas has the biggest negative effect on Latino and Black students. Mass school closures often shake up communicates and disrupt children’s learning, among other effects on displaced students. Perhaps the biggest public school activism success story for 2013 was the teacher union-led Scrap the Map in Seattle. After months of protesting Washington’s mandatory MAP standardized testing at Garfield High School, a decision was made to make the test optional for students throughout the state. In 2013, public school activists came out en masse and took to their local, state and federal legislators to protest detrimental closings and other public school legislation.

Pushing for increased funding. In 2013, activists were vocal about the need for stronger programs in science, technology, engineering and math. Thankfully, President Obama listened. His 2014 budget includes $3.1 billion in investments in federal STEM programs – an increase of nearly 7 percent over the budget of just two years ago. Of that total, $80 million is intended to recruit 100,000 well-qualified educators and another $35 million is earmarked for the launch of a pilot STEM Master Teacher Corps. The rest of the money will go to supporting undergraduate STEM education programs and investment in breakthrough research on the way STEM subjects are best taught to modern learners. At the urging of advisors and activists, the president realized that demand for STEM-related jobs is there and the money allocated to STEM learning initiatives will better prepare today’s students for the worldwide workforce.

Supporting Race to the Top. Over the last 2 years, education activists have continued to support the president’s incentive-based Race to the Top program, which was launched in 2012 and it rewards states that are willing to reform their education models to best adapt to modern student learning needs. The Race to the Top initiative has raised standards for learning to reflect a push toward college and career readiness. Each year, the program gives even more in federal funding to states that prepare plans for reforming their student offerings and 2013 was a big year for it. To date, the program has allocated more than $4 billion among 19 states that have shared well-developed plans to improve learning standards, teacher effectiveness and struggling schools. The states that have been granted the funds represent 42 percent of all low-income students in the nation – making the initiative an effective way to close the achievement gap and equalize funding in areas where schools may struggle based on their geographical location.

Lobbying for college affordability. College affordability activists urged the president to make earning a college education more affordable for all Americans and convinced him that this will impact future K-12 classrooms. In August 2013, the President announced plans to assign a ratings systems to colleges by the 2015 school year that takes items like tuition, graduation rate, debt and earnings ratios of graduates and percentage of low-income students who attend into consideration. The grand plan? To base the amount of federal financial aid colleges receive on the rankings system by 2018. The overall principle is not to call out colleges but rather to make them more accountable to students, and to ensure that every American with college degree aspirations has the actual means to make it happen. Long term, this will impact the quality of teachers in the classrooms, particularly in urban settings where research has shown that the most effective teachers are generally those who come from the same background. More lower-income college students earning degrees will have a positive impact on the entire education system and the college scorecard initiative is a step in that direction.

What would you add to my list?

photo credit: Steve Rhodes via photopin cc

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Matthew Lynch published in Diversity, Higher Education, Matthew Lynch

Minority faculty revisited: Why is America so disproportionate?

If America is the land of opportunity, then earning a college degree is the key to really tapping the potential of that opportunity. In the last century going to college has transitioned from something reserved for the elite to something that everyday citizens can aspire to do (with enough financial aid). There’s certainly a case to be made for the need for more diversity on college campuses, but overall our nation’s university system is improving the variety of students on campus and making the experience attainable to all class levels. It’s not perfect; but there’s a push to improve.

One area where colleges and universities consistently fall short, however, is in the number of minority faculty they employ. There are not enough professors of color. There are not enough women. There are not enough who represent the LBGTQ+ community. If we truly want our student body to be diverse and feed into a diverse workplace, we need to start where those students are earning their educations.

Not an accurate representation

Compared to the general U.S. population, diversity in college faculty is much lower. This isn’t to say that all the professors are white, of European descent (though that number is high) though. A recent report from Mother Jones found that:

At some schools, like Harvard, Stanford, the University of Michigan, and Princeton, there are more foreign teachers than Hispanic and black teachers combined.

So we are hiring diverse faculty members on a global stage, but not a national one. There are an estimated 41.7 Black Americans, and an estimated 54 million Hispanic ones, according to the 2010 U.S. Census numbers. That comes out to about 13.2 percent and 17 percent of the total U.S. population, respectively. To put this in perspective, there are student protests going on at Michigan public universities, demanding that 10 percent of faculty members be African American. When you take urban areas like Detroit (where 84.3 percent of the population is Black) into account, asking for 10 percent is a drop in the bucket – yet students are rallying to get the support to make it happen.

Can we change?

So the real question in all of this is not so much “is this happening?” but “what can we do to change this?” The first part is awareness which it seems we are achieving.

The second part is for schools to take on the responsibility and step up to change it. That isn’t happening on as wide a scale as it should, but there are glimmers of hope that adding more minority faculty members is on the horizon for a good number of schools. A few good examples include:

  • Brown University, which has announced that it is dedicating $100 million to look into diversity and race issues on its campus in the next decade. The faculty at the Providence campus is overwhelmingly white and male.
  • Lewis & Clark College in Oregon planned a diversity forum for December 7 after a Rwandan student reported being assaulted because of his skin color. The school’s president Barry Glasner has also said an action plan is being put in place to improve diversity in faculty and students, as well as race relations at the school.
  • The University of Connecticut plans to hire a Chief Diversity Officer who will works towards improving diversity of the student population AND of faculty and staff. UConn’s president Susan Herbst has said publicly that she was disappointed in the lack of diverse faculty members when she first arrived on campus four years ago and that UConn is severely lacking in an area where it really should shine. The trend of hiring Chief Diversity Officers is a positive one, as long as these executives are really empowered to make changes.

In the end, more minorities on college faculty only serves the benefit of everyone. It gives minority students realistic role models and gives non-minority students the chance to work with professors who may not look like them. Even the colleges themselves benefit from the added life experiences these minority faculty members bring to the table. In order to tap into the potential of a truly diverse, truly experience-rich college experience, we need to pay just as much attention to the variety in our faculty as we do to our students.

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Matthew Lynch published in EdTech & Innovation, Policy & Reform, Teachers

STEM Learning Must Go Beyond Memorizing Facts and Theories

By Steven Korte

There is a growing global demand for science, technology, engineering and math (STEM) professionals. At the same time, experts in science education are calling for students to become more “scientifically literate.” This call, however, is about more than filling jobs.

A basic understanding of scientific concepts, processes, and ways of thinking is critical for students to succeed in the world of today and tomorrow. According to the Organisation for Economic Co-operation and Development’s 2014 report on the results of the international PISA 2012 science assessment, “An understanding of science and technology is central to a young person’s preparedness for life in modern society.”

This means that students must go beyond memorizing science facts and theories; they must gain experience with the tools and practices of science. Technology can help. While technology alone does not create scientific understanding, it represents a key tool for promoting inquiry investigations.

A substantial body of research confirms the positive impact of inquiry-based instruction on students’ understanding of science, including substantially higher learning when compared to traditional instruction. Further, education experts specify that technology is most effective in supporting student learning in science when it is used in an inquiry context. Indeed, blending technology into data collection, analysis and visualization as part of inquiry-based instruction has been shown to deepen students’ understanding, and increase their motivation and interest in science.

Districts transitioning to or implementing STEM programs should consider the following points:

  • Lab investigations and technology tools should be connected with classroom experiences, including lectures, readings and discussions. Lab experiences and technology are much more effective when fully integrated into the curriculum and the flow of classroom science lessons.
  • Whether teachers choose to use a structured, guided or open inquiry format, lab activities should give students the opportunity to apply the scientific process to their learning. These activities should allow them to question and investigate; make predictions; collect, analyze and interpret data; refine their questions; and engage in argumentation from evidence. This builds problem-solving and higher-order thinking skills, as well as “soft skills” such as communication and collaboration.
  • Inquiry-based investigations inside and outside the classroom should engage students in real-life scientific and engineering practices. Students should also have the opportunity to use real-world tools to make data meaningful for them while they “do” science.
  • Traditional labs can be time-consuming and classroom sets of industry equipment can be prohibitively expensive. Be sure that lab investigations and technology tools are specifically designed for instructional use to save time and money, and reduce frustration. For example, traditional cell respiration labs are typically complex and inaccurate. In a respiration lab activity built to facilitate student understanding, the setup for a carbon dioxide or oxygen gas sensor should be simple, so accurate data can collected in minutes with minimal frustration.
  • To maximize your technology investment, make sure tools such as sensors and probes are compatible with any classroom environment and work on a variety of platforms, including iPads, Chromebooks, Android tablets, Mac and Windows computers, and netbooks. In addition, make certain the tools match the ability levels of your students.
  • A key part of the scientific process is the sharing, analysis and discussion of data. Consider how students’ data will be transmitted from tools, such as sensors, to their computer or tablet. Will it be done via a USB or wireless connection? Will the data be transmitted directly to the student’s device or will it go to the cloud first? Can students do this themselves or will they need teacher assistance? Allowing students to get their data faster gives them more time for analysis and discussion, which is key to building scientific understanding.
  • When possible, consider investing in multi-measure sensors that allow for the collection of multiple, simultaneous measurements in a single sensor, e.g. for areas such weather, advanced chemistry, or water quality. This not only helps keep costs down, but also helps conserve instructional time by reducing the time it takes to set up sensors and collect the data.
  • If inquiry-based instruction is new to your district, conduct professional development workshops that guide teachers to begin with more highly-structured activities and then move students, over time, to open-ended investigations where they take more responsibility for planning their activities. Each stage of this transition should informed by teachers’ assessments of students’ readiness to complete learner-led investigations.
  • Instructional resources and professional development workshops should also provide suggestions on ways to scaffold student capabilities. This will ensure that teachers can provide multiple levels of guidance and support for investigations. It will also help teachers to select the level of support that best matches their students’ skills and experiences, so they can accomplish challenging tasks.

Across the country and around the world, teachers are effectively implementing inquiry-based science instruction that takes advantage of technology tools for collecting, analyzing and visualizing data. When students “do” science, rather than simply read about it, they deepen their understanding, they develop problem-solving and critical thinking skills, and they retain more content knowledge. They are also more motivated to learn and to continue building their science literacy. This is not only critical for students who decided to pursue STEM careers, but also for life in the modern world.

Steven Korte is the CEO of PASCO Scientific, a developer of innovative teaching and learning solutions for K–12 and higher education since 1964.

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Matthew Lynch published in Parental Involvement, Policy & Reform, Teachers

Stop blaming poor parents for their children’s vocabulary

Paul Thomas, Furman University

While the reading wars in education have raged for decades, most people agree that literacy is crucial for children and that the path to strong reading and writing skills begins in the home. But focusing on poor children’s parents may actually be the real problem when trying to increase their success in school.

In a recent article in the New York Times, journalist Douglas Quenqua looked back 20 years to a “landmark education study which found that by the age of three, children from low-income families have heard 30m fewer words than more affluent children, putting them at an educational disadvantage before they even began school.” He detailed new research by Kathryn Hirsh-Pasek, professor of psychology at Temple University, challenging the importance of the quantity of words a child hears and emphasising the quality of language in each child’s home.

That “landmark study” refers to a 1995 study by American psychologists Betty Hart and Todd Risley. They concluded that the key to children’s language development is quantity of words they hear. And that an important way to evaluate early years child care is the amount of talk actually going on between children and their caregivers.

What the New York Times article fails to mention is that in 2009, education researchers Curt Dudley-Marling and Krista Lucas discredited Hart and Risley’s claims as being biased in favour of middle- and upper-class children. They showed that the study’s research design, limited population studied and biases reflected assumptions about the impoverished. Thus, Dudley-Marling and Lucas argued that Hart and Risley’s claims should not be generalised to the whole population.

Also absent in these debates is the recognition that whether we identify quality or quantity of vocabulary, we remain trapped in a “deficit perspective” of language. Deficit perspectives are those that identify a person or a condition by what is missing – in this case, parents talking to their children in a certain way. That deficit often reflects biases and stereotypes.

Blame the poor

Hirsh-Pasek’s claims about the quality of words children hear complicate a simplified view of language as merely how many words a child knows. But the broader discussion remains trapped in a perspective of blaming impoverished children’s parents.

Ultimately, a shift in focus from the quantity of words a child hears to the quality of those words does not usher in a step-change in policy. This is because the myth persists that the flaws of impoverished parents are passed to their children – and so the impoverished continue to be blamed for their poverty. The deficit must be filled: first it was more words, now it is higher-quality words.

Neither approach turns our attention away from the victims of poverty and toward the social conditions creating it. This results in differences in language among social classes – often related to grammar or vocabulary – that reflect not failed people but an inequitable society.

Such debates simply allow cultural stereotypes to determine what research matters publicly and politically – and how. Whether we argue that impoverished parents fail to share the same number or quality of words with their children when compared to middle-class or affluent parents, we are still blaming those parents and not the social inequity driving poverty.

Giving children more or higher quality vocabulary teaching without addressing the roots of social and educational inequity exposes that simply embracing ongoing research is not enough in education. Without first setting aside our cultural biases, research fails us and our students.

What messages get through

In a recent article on The Conversation, Dennis Hayes lamented that a study in the UK shows education often fails to link practice to research. Back in 1947, American educator and former president of the National Council of Teachers of English, Lou LaBrant expressed a similar concern about the “considerable gap between the research … and the utilisation of that research in school programs and methods.”. This lack of research-driven practice in the classroom spans decades and stretches across national borders.

Further complicating this failure is distortion by media who disproportionately cover think-tank press reports (often not peer-reviewed) compared to more rigorous university-based research.

Psychology professor at Florida State University, K. Anders Ericsson has confronted this problem since journalist Malcolm Gladwell has misrepresented his research and made popular the misleading 10,000 hour rule – that greatness only comes by a defined amount of lengthy practice.

Ericsson has called for not allowing research to remain primarily in the hands of journalists: “At the very least [media coverage of research] should not contain factually incorrect statements and avoid reinforcing existing misconceptions in the popular media.”

As the ongoing concern for the literacy of impoverished children shows, research can be the problem and not the solution, if we view that research through the lens of stereotypes and assumptions.

Yes, we need to link research and practice in education, but we must do so while guarding against oversimplification and biases, especially those perpetuate deficit views of impoverished families and children.

The Conversation

Paul Thomas, Associate Professor of Education, Furman University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Ask An Expert, First Year Teachers, Teachers

The First Year Teaching: How do I handle misbehavior?

By Matthew Lynch

New teachers will find that one of the most frustrating parts of teaching is classroom misbehavior. This misbehavior is easy to identify, but finding the solution to effectively deal with it by finding the causes may be more difficult. As misbehavior will continue if not successfully dealt with the first few times, teachers need to get to the root of the problems that are the causes of students’ misbehavior as soon as possible (Moore, 2008). Teachers should take close looks into students’ behaviors to find the influential factors that are shaping students’ behavioral patterns.

Consider Background Factors

One notable place to start is by examining students’ home environments. Children model their behavior on that of their parents, and their parents are also likely to have a high degree of influence over their point of view.  Students with well-educated parents are more likely to have been instilled with respect for education and the institutions and authorities that accompany it. It follows that these children will be more likely to maintain a high level of personal discipline because they see the purpose of their presence at school and understand what they will achieve from adhering to prescribed behavior. On the other hand, it helps to be aware that there are also students whose parents expect perfect scores, forcing their children to take the most advanced courses offered, against the wishes of the child.

Rules and customs that are set by parents for children directly influence students’ behaviors. Students with extremely tolerant parents who let their children have things their way all the time will talk back to teachers and get into trouble with other students who disagree with them.   The student may struggle to understand why such behavior is not allowed at school but is allowed at home. Students who grow up under authoritarian-style also exhibit classroom misbehavior, although this may be manifested in a different way. These students may show overt fear and anxiety in response to authority figures, including teachers.  This may result in under-performance, lack of engagement in activities or an inability to focus appropriately. On the other hand, these students may feel that they are able to release their frustrations on other students, whom they see as their equals.

Poverty, among other socioeconomic factors, is cited as being a particularly important factor in understanding why students misbehave. This is not necessarily because there is a direct lack of discipline in homes affected by poverty. It is a reflection of the different values that are present at different socioeconomic levels of society. If children grow up in a home where they are unsure of where their next meal is coming from, or are unable to rely on parental support (parents who work multiple jobs, for example), their values will be fundamentally different than children who grow up in homes where they have the privilege of being able to take these things for granted. People living in poverty, particularly in extreme poverty, will value survival more highly than academic achievement. Other values will include interpersonal relationships and entertainment, the former likely to assist with survival and the latter because this will allow them to temporarily mentally escapes the confines of their situation.

Conversely, high-income families may come about as the result of parents allowing inadequate time for effective parenting. Parents may have demanding jobs, leaving their children unsupervised during this time, particularly once they are old enough to look after themselves. Parents who show over-involvement in their work for any reason may also play a less active role in their children’s lives. Increasingly, parents of high-income families are also providing their children with access to their credit cards. These children now have the ability to live and function as adults in every other aspect of their lives, other than at school. This may have an influence on their behavior at school.

Consider Classroom Factors

Various factors within the classroom may also affect whether or not students behave appropriately. Good air circulation in the classroom is essential and should never be compromised. Students should be made as comfortable as possible in their environment, as discomfort may prompt them to engage in undesirable behavior. Observe whether or not students are seated at desks and chairs that are suited to the size of their bodies. It will be impossible to accommodate every child, but various efforts can be made.

Mismatches between the abilities of the students and the learning material being presented will also tend to encourage misbehavior. Students who are being insufficiently challenged will display a lack of interest in various ways. This may take the form of abject disinterest in the teaching, or may result in them being disruptive to other students. It is important to adjust your teaching to make the lesson interesting to even the most gifted students in the class, while also taking into account the interests of all your students. Conversely, students who are unable to grasp the material being taught, or who are being presented with material that they are completely unfamiliar with, will also be more likely to misbehave. Bear existing levels of knowledge in mind when you plan lesson content,and conduct frequent informal assessments, to ensure that you understand what is appropriate for your students to be learning.

In some cases, misbehavior may be due to factors arising from the teachers themselves. In some cases, teachers are not aware that they are indirectly a cause of the poor classroom behavior, making it clear why you should conduct regular self-evaluations and self-reflective exercises. Continuing your professional development is important to enable you to remain in touch with effective teaching practices. There is always room for improvement to your personal teaching methods and your approach to teaching. In particular, ensure that you identify situations which you are unable to cope with early and seek assistance from other teachers, principals or school counselors — all of whom may offer creative and innovate ways of addressing classroom behavior problems.

Ensure that you strive to treat all your students with respect as individuals as well as in terms of their cultural and socioeconomic backgrounds. If you set a good example of behavior for your students, they are likely to pick up on this and treat you with respect. Avoid raising your voice or using a disparaging tone, and always ensure that you respond to students with appropriate validation where necessary.

Never humiliate or embarrass your students, as this is highly counterproductive, and is never in the best interest of your students. Students may try to provoke you during classroom time, which requires you to be able to identify these attempts without reacting to them and without losing self-control. You need to demonstrate adult methods of conflict management when dealing with your students at all times. This may be difficult when you are dealing with personal difficulties or frustrations, which is why it is important for you to remain aware of the boundary between your duties as an educator and your personal duties towards yourself. Leave your own personal frustrations outside the classroom as much as possible.

It is important to be clear with your students about what behavior will be tolerated and what will not, as consistency in your approach to them as students will encourage them to adhere to your requirements of them. Always aim to plan effectively and avoid frequent and unnecessary disruptions to your teaching plan, as this may contribute to misbehavior by allowing students idle time. Prepare class materials and be ready to deal with any unexpected disturbances, giving students minimal idle time and ensuring that there is something to keep them adequately occupied should anything unplanned arise.

Consider Physical and Psychological Factors

Although there are differences in behavior of students according to their age, many physical and psychological factors can have an influence at different stages of their school career. Children are unable to make adult-like choices in how they behave, but are often trying to communicate a need or desire. It is important to be able to determine whether or not this behavior is under their control to determine whether or not there is a need or desire that you can assist in addressing.

It would likely be unwise to determine that misbehavior is the result of a physical or psychological problem in a child who commits a single act of undesirable behavior, but it would be as unwise not to consider these factors in a repeat offender. Sometimes students will simply be acting on the desire to break any rules that have been imposed on them. Some students, however, are subject to various medical conditions or are exposed to environments that have severe effects on their ability to function normally. Enlisting the assistance of a school nurse or school counselor is crucial in ensuring that these students also receive the same standards of education as their peers.

A commonly encountered disorder is Attention-Deficit Hyperactivity Disorder, commonly known as ADHD. Children who suffer ADHD will commonly have a reduced ability to control their impulses and have bouts of hyperactivity, which are disruptive to both themselves and their peers. On the opposite end of the spectrum are Autistic Spectrum Disorders, in which children have difficulty with social interaction and perform compulsive, repetitive behaviors which may equally be perceived as disruptive to themselves and their peers.

There are also mental health problems that are more commonly encountered in adults which may present during later childhood years, such as Oppositional Defiant Disorder, in which sufferers cause severe difficulties in interacting with them due to their excessive and sometimes unprovoked aggression. These students will often be a source of extreme frustration to teachers, but may also be so aggressive that they cause physical harm to teachers, and therefore there may be teachers who are simply afraid of them. Other mental health conditions include Schizophrenia, Bipolar Disorder and Major Depressive Disorders, all of which are much more difficult to diagnose in children than in adults. It is imperative that you consult with your school counselor or similar mental health professional in order to determine if your students is suffering from any of these disorders.

Behavior changes may also result from the intake of substances, whether narcotic or simply unfamiliar to the body. Students who are taking medication for any condition, including antibiotics or anti-epileptic medication, may show changes in their behavior. These will be more easily disclosed to a teacher than the taking of narcotic or illegal substances, and you will be required to maintain a certain degree of suspicion with regard to children whose behavior changes drastically during the course of a school day.

Medical conditions such as viral infections and meningitis may also cause changes in a student’s behavior. Some medical conditions are so subtle that children may not even realize that they are sick because they are not feeling any obvious symptoms. In many cases, however, they may be feeling quite marked symptoms, which have either not been addressed by their parents or caretakers or are ignoring these symptoms out of fear. Changes resulting from medical conditions have the advantage of being easier to detect as they are more likely to occur suddenly, giving a clue as to their cause. With experience, you will learn to identify different behavioral problems more effectively.

If you are a veteran teacher, how did you get a grip on behavioral issues in your classroom when you were first starting out?

photo credit: Lotus Carroll via photopin cc

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

The Global Race for Online Learning: How Does America Compare?

The potential for K-12 online learning in the U.S. is still being realized. It seems that every year the amount of K-12 students taking courses online grows exponentially, fueled by a trickle-down effect from college offerings and the rise of Massive Open Online Courses. Consider these statistics:

  • Over 1.8 million K-12 students took distance-learning courses during the 2009 – 2010 school year.
  • 275,000 K-12 students were enrolled full-time in online schools during the 2011 – 2012 school year.
  • Five states (Florida, Michigan, Idaho, Virginia and Alabama) require high school students to take at least one online course in order to graduate.
  • 450 percent – that is the rise in students enrolled full-time in online public schools since 2006.
  • 31 states had fully online school options in 2012, up from only 18 in 2007.

It seems that the tip of the iceberg has not even been chipped when it comes to online K-12 learning in the U.S. But how do we measure up to other countries? The short answer is that the U.S. is the leader in online learning due in part to our widespread access to broadband internet and how common it is in households and schools. Other nations are racing to catch up though. Take a look at some of the efforts being made to improve online learning across the globe:

England. Last month, plans were announced to offer Massive Open Online Courses at 23 British universities, opening up free educational options for millions. Future Learn is intended to provide educational opportunities to citizens that may not have access to a brick and mortar college or university or lack the funds for the courses. It is unclear whether these classes will be available for credit at the participating institutions, but certificates of completion will be made available. The technology used to develop this program will certainly influence future K-12 initiatives and also school many parents on the benefits of learning remotely.

China. If you want to know what industries are on the rise in China, just follow the money trail. In 2012, only six reported investments in K-12 online learning were reported. Through July of this year, that number was already up to 22. American companies like Coursera already have a presence in Chinese online learning but more home-grown companies, like Huijang and 91Waijiao, are entering the market. Expect to see an explosion of elementary and secondary learning in China over the next five years.

Canada. In 2011, enrollment in distance education courses for children in Canada was only around 4.2 percent for the total student population. That number is rising though, despite highly-publicized criticism from teacher’s unions. An initiative in Nova Scotia seeks to nearly triple the number of students enrolled in online learning programs and Ontario is trying to centralize its online learning efforts to provide something similar to interdistrict learning in the U.S. Nine of the ten Canadian provinces have K-12 distance education programs run by the government.

K-12 online learning is certainly on the rise across the globe and as it increases in popularity, the U.S. may face competition when it comes to digital access for child learners. In a perfect world the strides being made in other countries will all benefit each other either directly or indirectly through competition. None of the technology matters, of course, unless student achievement improves and that is true in all nations. I’m interested to see how the global race for more K-12 online learning options impacts the well-established trend in the U.S. and how our students are affected.

What worldwide trends in K-12 online learning have you noticed?

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Matthew Lynch published in Policy & Reform

3 Reasons to Start Sex Ed in Kindergarten

Talking about sex to a classroom full of five-year-old kids is likely to make some teachers and parents uncomfortable. But that is the approach that the Netherlands is taking and it is working. This week marks the start of “Spring Fever” week in the Netherlands where primary school students learn about sex education.

It may sound strange to the average American, but here’s why it just might work to start sex ed earlier rather than later:

  1. According to studies by the Word Health Organization and the World Bank by way of org, the Dutch have “one of the lowest” teen pregnancy rates in the word and “nine out of ten Dutch adolescents used contraceptives the first time” they chose to have sex.
  2. The children learn about the psychological aspects of sex, too. The information given to young students isn’t the typical data presented by your high school football coach who’s stuck leading the health class’s discussion on sex ed. Students learn about “sexual diversity and sexual assertiveness” and the aim is to create a healthy environment that will encourage students to know that “sexual development is a normal process.”One key component of the curriculum is for students to feel comfortable with themselves and that “sexuality also has to do with respect, intimacy, and safety.”

This, obviously, is a variation from what we see in America. Sex is still a taboo topic for many as the subject isn’t a school requirement as it is in the Netherlands. PBS‘ story regarding sex ed shows data from the Public Religion Research Institute that “nearly four in 10 American Millennials report that the sex education they received was not helpful.”

  1. Abstinence-only education simply does not work. Some states still teach abstinence as the only form of sexual education and it has not helped in lowering America’s teen pregnancy rate or reign in the growth of STD’s among teenagers.

While this type of liberal approach may not immediately work in America, it is definitely worth exploring. Teaching kids the importance of self-worth through sexual education will increase their confidence and aid them in making better decisions as they mature.

Continuing the closed minded approach about sexual education works to the detriment of our students and we will continue to reap the benefits of the bad educational decisions we’ve made, which may be an increase rates of teen pregnancy and STDs.

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Matthew Lynch published in list, Matthew Lynch, Policy & Reform

3 Reasons America Needs School Choice

There are a lot more options for receiving K-12 education today than when I was growing up. Long gone are the days when parents had to pick between the public school in their district or paying pricey private school tuition out of pocket. The rise of public charter and magnet schools, state-led voucher programs, online learning, and homeschooling options has meant that parents now have no reason to settle on the closest school or pay a premium to avoid it.

Do so many options undermine the purpose of public schools though? Should all of the energy that is going into building, naming and analyzing these other schools really be channeled into strengthening the basic schools that the government gave us?

In theory, I suppose there is an argument for refocus of educational pursuits where schools already exist, instead of creating new versions. But that theory hinges on the false assumption that given the chance, public schools would find the motivation, both within and outside school walls, to improve. Since the 1918 decree that all American children must attend at least elementary school, public schools have been considered a basic right. That widespread access certainly led to a better educated public but in the process the privilege of learning has been lost.

That said, I am in favor of school choice because:

  1. We are lagging too far behind on a global scale to reject this option.

Despite spending more on public education than France, Germany, Canada, Australia, Japan, Brazil AND the U.K. combined, the U.S. lags behind these nations in math and science. Only 25 percent of high school graduates have the literacy skills they need to get a job. What’s more, every 26 seconds a U.S. student drops out of high school. In the democratization of education process, indifference to learning has risen and the standards at public schools have dropped.

Giving parents the freedom to choose their child’s school is a movement that strives to improve education at ALL schools through the old-fashioned business concept of competition. Public charter and magnet schools are tuition free, just like public schools, but must make some promises in their contracts in order to stay open. If these schools of choice habitually do not reach their goals, they close. Can the same be said of public schools? The accountability level that these young additions to the public school arena bring ensures that students achieve more – and if they don’t, those schools do not stick around long.

  1. Parents are empowered to improve the quality of their children’s education.

School choice is not simply about non-traditional public schools though. The movement goes much deeper than that and empowers parents to take the reins of their children’s learning paths. Since 2007, the number of K-12 students enrolled in online public schools has risen an astonishing 450 percent. Home schooling is also on the rise as 1.77 million K-12 students are homeschooled – a number that has more than doubled since 1999.  Parents are pushing back against simple acceptance of educational opportunities based on geography; they are still choosing traditional public and private schools but only after educating themselves.

  1. School choice helps students in low-performing states.

Mississippi, which ranks last in student achievement in the nation, does not have charter school options just yet. It seems to me that any attempt to offer solutions to this cycle of student non-achievement would be welcomed, especially since public charter and magnet schools have shown some success in other low-performing states.

Public schools can still thrive in a school choice environment. Options like charter, magnet, private, online and homeschool curricula are not meant to undermine the nation’s public schools but to build them up through shared quality standards. There is room for all choices in K-12 schools and students benefit from the options.

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Matthew Lynch published in Policy & Reform

Indiana judge: Stop locking up students

An Indianapolis-area judge has sent a letter to district superintendents that insists school administrators stop having so many students arrested. The letter says that 1,500 Indy kids are sent to juvenile detention centers annually, but that 80 percent of those are never charged. What happens instead is that the juvenile centers simply send the kids back, but they have the stigma of being arrested attached.

“Locking up kids is not the right way to solve this problem,” Moores said in her letter that also said she had no intention of processing kids who were not appropriate for a detention center. ““We have to draw the line because we don’t want to make major criminals out of rowdy kids.”

The trend to arrest first, and ask questions later, throughout schools districts in the nation is troubling. Judge Moores hit the nail on the head when she pointed out that sometimes having a child arrested makes even more trouble and I believe it can even be the catalyst that pushes some kids into the criminal lifestyle. Yes, we want to keep all our students safe and violent actions or threats on school campuses must be taken seriously. There needs to be more resolution inside schools, though, instead of always turning to the criminal justice system — particularly for non-violent, minor issues.

We need more support within schools to handle the behavior issues that arise, whether that be for more training for teachers or better equipped school counselors and administrators. Keeping “bad” kids in school benefits us all – not just the student otherwise facing arrest.

 

 

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Matthew Lynch published in EdTech & Innovation

How teachers can use edtech to boost engagement

The kids showing up to Kindergarten classes are much more tech-savvy than their predecessors five years ago. These digital natives are only a little older than the iPhone and they are used to a world where they are surrounded by technology, and where technology has evolved as they’ve grown.

Northwestern University reports that among children 8 years of age and younger, 21 percent use smartphones regularly for activities that range from texting to using educational apps. Common Sense Media found that 72 percent of children age 8 and younger have used a media device for watching a show, playing a game or engaging with educational apps, and that 38 percent of children under 2 have used a mobile device for media.

Children are no longer satisfied with seeing their favorite characters on a TV screen; they want to interact through mobile applications, YouTube videos and more. It presents new challenges for the early teachers these kids encounter who must find ways to keep students’ attention while focusing on the important early lessons of their academic careers.

It seems that technology companies caught on early that there was a demand from parents for high-quality educational apps and other tech offerings that targeted young children, but the road to creating that content for classroom settings has been slower. That’s starting to change though, much to the benefit of teachers.

In fact, some big names in education technology are seeing the value in sharing their platforms with teachers, in addition to parents. StoryBots, originally envisioned as an early childhood education resource for parents, has just launched its Classroom platform. It takes the best of what StoryBots has always offered — learning videos, interactive reading, activity sheets, and more — and ramps it up to work for classroom settings.

Founded in 2012, StoryBots focuses its educational resources for kids between ages 3 and 8 with personalized content, including Starring You® learning experiences that utilize a child’s photo for customization (uploaded by a parent). The mobile apps have been downloaded 3.4 million times, videos viewed 300 million times and books viewed 8 million times. Already 10,000 teachers across the country are in the StoryBots Educator Network which gives free access to the resources.

StoryBots Classroom, which launched earlier this week, offers an expanded library of resources—all free to educators—to help engage students while teaching them foundational skills at the same time. By getting students excited to learn, the platform helps ease the transition from pre-K to elementary. Some of the specific Classroom offerings include::

  • Math skills guidance, including standards-aligned math games
  • Teacher planning tools – including class roster, lesson planner, group builder, and other tools that help educators manage their classroom and create custom plans to best suit their students’ unique needs
  • Learning videos, with a library of 110+ animated musical videos that explore a wide range of topics, from shapes to healthy eating to outer space information.
  • Learning video eBooks that help kids practice reading
  • Activity sheets that include 20 printable books and 350+ sheets for teachers to use in their classrooms

Teachers are able to invite parents to be part of the process so that there is a connection between what is happening in class and what is happening at home.

In an early education landscape that has becoming increasingly about high stakes, and less about the fun that should accompany learning, it’s nice to see educational resources like StoryBots for teachers. Kids are comfortable when they have access to technology and the teachers who use tools that incorporate that comfort level with required learning will see positive outcomes.

Visit the StoryBots site to learn more about its Classroom platform.

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Diversity, HBCU's, Higher Education

Is there a conspiracy to destroy HBCUs?

By Matthew Lynch

There’s no denying that Historically Black Colleges and Universities have had a tremendous impact on the education levels of the black community. Since their founding, these campuses have served underdog students – first-generation, minority and other at-risk college attendees. The question of HBCU relevance is constantly floated in education circles but lately I’ve been pondering an even more poignant query: Is there a conspiracy to destroy Historically Black Colleges and Universities?

Of course the word “conspiracy” makes it sound like a top-secret, well-orchestrated attempt to eliminate these colleges from the higher education landscape. I don’t believe that is the case exactly, but there are certainly some factors that seem to hurt HBCUs more greatly than PWIs.

Policies that hurt HBCUs

For those who believe there is a conspiracy afoot, there are all sorts of reasons they believe so. Here are a couple of the most common:

Changes in the PLUS Loan Program. In October of 2011, the U.S. Department of Education adjusted its lending policies for these popular, and in many cases necessary, loans to align more closely with what a traditional bank would require in the way of income and credit worthiness. All colleges took a hit with these changes, but HBCUs lost an estimated $50 million in the first full year these changes took place. For many HBCUs, the college population is made up of first-generation students with parents who often have not set aside the funding for a college education, but want to contribute financially. When PLUS loan eligibility changed, it felt like a blow directed at HBCUs.

Online schools targeting minorities. Perhaps the largest factor crippling HBCUs today is the prevalence of online college programs. From schools like the University of Phoenix which is completely online to individual programs offered by traditional campus schools, students who need college-work-family flexibility are finding it outside HBCU campuses. All demographics have flocked to online schooling, but minorities have been especially targeted. HBCUs have traditionally been viewed as places for underdogs, but online schooling programs have overtaken that description with the combination of convenience and a wide array of programs.

Policies to merge HBCUs. Governors like Louisiana’s Bobby Jindal and Mississippi’s former governor Haley Barbour have announced plans to merge HBCUs with each other or other predominantly white institutions in moves that are intended to slash state operating costs. Treating any two HBCUs as institutions that are alike enough to merge without incident is flawed though. Planning to merge a HBCU with a predominantly white schools is even more off-base. These individual schools have their own histories, their own student cultures. Perhaps it makes financial sense to merge HBCUs with others similar in size or scope, but it undermines the collective institutions, undercutting their autonomy and what they can offer to potential students.

Ways HBCUs hurt themselves

Of course HBCUs cannot completely play the role of victim here. I’m a Dean at a HBCU and completely believe in the message – but even I can see that there are things we do collectively that are hurting our student populations and chances for longevity. We need to change that, together, and that starts with recognizing where we have made mistakes.

Slow adaptability. We’ve spent too much time wringing our hands and not enough time looking for solutions. Why were predominantly white institutions better prepared when the PLUS loan changes took place? Could we not have come up with our own solutions too? When it comes to online schooling – most HBCUs are just finally implementing full-degree online programs and embracing the idea that our students don’t need to be on a physical campus to benefit. Yes, the campuses of HBCUs are their biggest advantages, steeped in history and a palpable air of shared struggle. This doesn’t mean we should force our students to set foot on our campuses, or not come at all. The inability to move quickly and keep up with the higher education times has hurt HBCUs but hopefully not permanently.

Lack of diversity. HBCUs are getting better at recruiting all students to their campuses and programs, but this is another area where we’ve done too little, too late. HBCUs are no longer the only option for students of color and haven’t been for decades. So why have we spent so little time rebranding ourselves as institutions that welcome all students and help those students succeed? The number of Latino, white and Asian students on HBCU campuses is rising slowly, but relying on our historically largest segment of students (after it became clear they did not need us as much as we needed them) has hurt us.

Lack of stability in administration. Over the past decade, too many HBCU presidents have seemingly disappeared in the middle of the night without explanation. South Carolina State University, for example, has seen 11 different presidents since 1992 but why? Often the answer lies in the fact that a board of trustees clings to the past, or spends too much time micromanaging and not enough looking at the future and big picture of the HBCU landscape. Such instability at the top cannot inspire confidence for faculty or students. To really plant roots for the future, there needs to be consistent leadership that aligns with the long-term goals of the HBCU.

Not appreciating students. This may sound petty but alumni who do not feel that their universities really gave them a world-class education, or at the very least an adequate one, are less likely to give back financially. An essay written by a recent HBCU graduate who declined to name her school specifically expressed shock at the under-sophisticated classrooms and technology resources at her HBCU. While she points out the social atmosphere was top-notch and ultimately the reason she stayed until graduation, she says she would rather see her former school be shuttered than donate money to it. This is only one story, of course, but it rings true with other graduates I’ve met and read who believe they received a sub-par educational experience at a HBCU (sometimes on very basic levels) and who have no desire to donate money back. This is no way to maintain long-term student pride or bring in future students.

The combination of outside factors and internal issues has created a perfect storm when it comes to declining enrollment and revenue at HBCUs. I still believe these institutions have an important place in the U.S. college landscape but will have to fight just a little bit harder to stay relevant.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

10 Ed Tech Companies You’ll Absolutely Love

I have been blogging about education reform and innovation since 2010, and over that time span I have spotlighted a lot of ed tech companies and organizations. I thought it would be important to highlight a few ed tech companies that I really love and believe in. Without further ado, here are ten that will amaze you:

  1. Class Charts

ClassCharts presents teachers with data-rich information that they need to make informed seating decisions and to tackle behavior issues. When integrated between classrooms, teachers can see how the behavior of their students ranks compared with other places, and together educators can create plans to guide students toward higher achievement. With the whole-school option, administrators and other school leaders can see which students need extra learning resources. Parents can even learn about their children’s behavior patterns.

It gives students the best chance at success, no matter what classroom they are in. Since the software became available in 2013, more than 70,000 teachers have signed up and more than 2.5 million students are in the system.

  1. Fourier Education

The einstein Tablet+ from Fourier Education has a specific focus on STEM initiatives. Instead of going out and searching for STEM-centric lessons on a generic tablet or smartphone, the einstein Tablet+ comes preloaded with experiments and modules that cover physics, biology, human physiology, chemistry, and environmental science. It can be connected to classroom projectors and monitors so that all the students can participate at once, or it can be used as an individual tablet for customized learning in grades K-12. Teachers can search for highly-reviewed (and even completely free) mobile apps to use on the screens in their classrooms.

  1. HelpHub

The online tutoring company HelpHub uses an innovative way to match tutors with students, 24/7 and at times that are convenient for both. The unique platform connects students and tutors with each other over interactive messaging, web video and phone features. All interaction is analyzed, and useful information is sent to the larger HelpHub community to begin online communities that center on particular schools, networks or topics. By utilizing the instant access to technology that already exists, HelpHub connects students and tutors in a moment and ensures that a frustrated student finds help quickly.

  1. Peerless-AV

Peerless-AV is a wireless projector system that believes it can overcome technology obstacles in K-12 classrooms. The projector comes with a built-in wireless receiver and stream sound and HD content (up to 1080 pixels) from up to 131 feet. Teachers can connect up to five audiovisual input devices (all wirelessly) including their computers, tablets, DVD players, MP3 players and even VHS tapes. Teachers now have a streamlined way to project their content from many device sources. Teachers are also able to stream their own audio in real-time through a microphone, even with their backs to the class.

A product like this Peerless-AV projector allows for teachers to speed up or slow down lessons if needed but keep the attention of the class in the process. It cuts out the clunkiness of multiple audio-visual systems and their wires.

  1. Mathbreakers

Mathbreakers is a virtual math playground that starts with topics as basic as counting and advances through complicated subjects like Calculus. Instead of handing students worksheet-style problems through digital means, Mathbreakers uses action adventure role-playing to give students a fun, yet calculated, gaming environment that puts math at the center.

Mathbreakers is a step towards a full math curriculum available in a virtual world, where students can learn about multiple types of math in the same environment. The vision of the application’s creators is that math learners at many levels can use the game to help visualize and understand mathematics on a fundamental level. That starts with basics like number sense, fractions, the number line, operators, and negative numbers.

I was really impressed with the way the application seamlessly integrated concepts like multiplication and functions with the storyline and fun of the game itself. Not only does the game encourage players to use math (not just recite it) but it really is a lot of fun.

  1. CALL (Comprehensive Assessment of Leadership for Learning)

The Comprehensive Assessment of Leadership for Learning, or CALL, is a survey-based system developed by three Wisconsin educators. It calculates areas of strengths and weaknesses in schools and creates an action plan for improvement. It is a smart assessment tool to implement at the end of the year and then brainstorm actionable steps on improvement when school is back in session.

More than ever, schools are in need of transformational leadership that creates learning opportunities for students but also prepares them for the real-world economy. The pressure has never been greater, particularly as Common Core Standards and other state-based ones heighten accountability for teachers, administrators and other instructional staff. The prevailing belief that principals were responsible for all the leadership roles within a particular school is starting to fade. While principals certainly need solid leadership traits, distributing those responsibilities can actually lead to stronger school systems that are able to better support student bodies.

It really is true that “it takes a village” and understanding how each educator in a school can best contribute to its success leads to stronger student outcomes and stronger schools. By implementing the in-depth CALL survey, school leaders can see exactly HOW to get where they need to be.

  1. Alma: Free Student Information and Learning Systems

Alma is a student information and learning management system that combines a vast range of reporting features that are typically only available in several fragmented systems – instead of a central location. Alma brings together lesson planning and curriculum management with student and classroom management to give teachers all the tools they need right at their fingertips, and with one login.

Schools can upgrade the core package for a fee to include “extras” that may be helpful to their operations, like on-site support and custom data migration. Alma has customized solution plans based on the needs of the school, and the budget being used. Alma is a cloud-based system which means that there is no cumbersome hardware or software to install and maintain. Most schools will be able to set up the system in a day or less.

As a former public school teacher, I wish I had access to the type of technology and reporting that Alma offers. I still remember thinking of the school bell at the end of my day as the signal of my “lunch break” and that there were still many hours of work ahead of me. I feel the pain of today’s teachers, asked to do even more on an already-tight schedule.

  1. EduSkills

EduSkills offers ELL data portfolio software (AccountabELL) that helps educators better manage the often fragmented school system data for ELLs. By streamlining the management side of ELL initiatives and documentation, the AcountabELL system makes it possible for all educational stakeholders to make informed decisions about ELL instruction and progress.

A few of the features of the program include scanning and uploading capabilities that help track the Home Language Survey and other ELL forms, calculations of immigrant/bilingual/ELL students across a chosen selection, and support of Title III requirements like language instruction education plans, parent notification and reporting. All of these specific tasks centralize ELL tasks and give educators easier ways to look at the data sets, and apply what it all means to real-time classroom activities. The software makes it easier for communication between all of the important people in a student’s career: current teachers, future teachers, administrators and parents.

  1. Brainzy: Smart Learning for the Youngest Students

I’m always interested in the ways in which companies are combining technology with learning initiatives, and I recently got the chance to check out Brainzy, a new math and reading program from Education.com that focuses on 30 foundational academic skills for ages 3 to 7. The site was developed based on data from the 20 million worksheets or modules downloaded by educators from Education.com every year (to put this in perspective, one-quarter of U.S. teachers have accessed materials from Education.com).

Brainzy eliminates the foundational learning guesswork on the part of parents and teachers by aligning with Common Core Standards on various subjects for pre-K, kindergarten and first grade students. Brainzy offers a 7-day free trial, after which the monthly cost for families and teachers is less than a trip to the coffee shop and provides unlimited access to the resources on the site.

Fun and friendly characters accompany the lessons, aligning the Brainzy experience with what kids already enjoy doing at that age—singing songs, using their imaginations and learning through creative play.

  1. ParentSquare

ParentSquare is a simple to use, private communication platform that streamlines communication via web, email, text or mobile app. The easy-to-use interface offers two-way messaging, file and photo sharing, event and volunteer sign-up and more. With tabs for messages, events, people, photos, files and other options, parents can log into one system and have all the information they need. In short, ParentSquare makes school-to-home messaging simple, empowering parents to take a more active role in the academic success of their kids. Some of the standout features of ParentSquare include:

  • Text, email, web and mobile apps ensure schools reach every parent
  • In addition to classroom communication, parents can join and interact with school groups like fundraising committees or ELAC.
  • An instant Spanish translation option, removing this language barrier in homes where it may otherwise prevent parents from being completely in the know regarding their kids’ academics.
  • A people directory that gives contact information for important figures at the school and allows for messaging them within the platform

As a billion dollar industry, educational technology is one area of education reform that I am passionate about. I hope you enjoyed reading about these ten ed tech companies that I love and think will make an impact.

Read all of our posts about EdTech and Innovation by clicking here. 

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