Education News

Matthew Lynch published in Policy & Reform

North Carolina Department of Public Instruction Adopts Let’s Talk! 

The cloud-based communications solution will strengthen responsiveness and track response time to stakeholders throughout the state

(HERNDON, VA) January 14, 2016 – K12 Insight today announced a statewide implementation of Let’s Talk!, its cloud-based communications solution, by the North Carolina Department of Public Instruction (NCDPI). The department is using Let’s Talk! to create a culture of two-way communications between state education officials and community members, be it parents, teachers, students, taxpayers, or staff. Feedback submitted through Let’s Talk!, accessible through a button on the department’s website, is automatically routed to the right state department official for a timely response. On the backend, the department is leveraging the information and data collected through individual conversations to inform decision-making and better serve local communities.

The NCDPI is also using Let’s Talk! to track Freedom of Information Act and public records requests, and to manage its social media interactions so that parents, teachers, and students have a more controlled, reliable way to communicate feedback. The goal is to strengthen the department’s responsiveness and ensure the community gets the information it needs—and gets it in way that they can use it.

“Customer service is important to the Department of Public Instruction, and Let’s Talk! is a helpful tool to make sure we are serving the public in a timely way,” said State Superintendent June Atkinson. “Public schools have many customers and stakeholders, including parents, students, employers, higher education, and educators, so it is helpful to track our interactions with all of our customers to be sure we provide the service they need.”

Let’s Talk! works with more than 30,000 school administrators across the country, but this is the first time a statewide system has adopted the solution.

“We’re extremely excited for the opportunity to partner with the North Carolina Department of Public Instruction,” said K12 Insight Founder and CEO Suhail Farooqui. “State Superintendent Atkinson is committed to providing parents and community members across the state with top-notch customer service. Let’s Talk! gives every stakeholder an opportunity to directly reach DPI staff with comments and ask questions.”

About the North Carolina Department of Public Instruction
The North Carolina Department of Public Instruction provides leadership to 115 local public school districts and 160 charter schools serving over 1.5 million students in kindergarten through high school graduation. The agency is responsible for all aspects of the state’s public school system and works under the direction of the North Carolina State Board of Education. 

About K12 Insight
K12 Insight, based in Herndon, VA, works with more than 30,000 school administrators to strengthen the relationships that power education. Our custom solutions combine technology, research, and expert training to help school leaders build trust and drive positive change in their local communities. Learn more at K12Insight.com.

About Let’s Talk!
Let’s Talk! is a cloud-based communications solution that helps K12 school- and district-level administrators identify opportunities for engagement, manage potential crises, and build stronger relationships with parents, teachers, students, community members, and staff. Manage all of your inbound and outbound school communications from one location and stay connected with your community from wherever you are with our always-on mobile app. Learn more at K12insight.com/lets-talk.

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Matthew Lynch published in Policy & Reform

California education funding sees a boost

Pre-recession spending levels are back in California. Well, at least California education funding has returned to pre-recession levels. Students are seeing the same funding to their schools that existed before the housing crash of 2008.

According to Sanfrancisco.cbslocal.com, “[s]oaring tax revenues have carried per-pupil education spending in California beyond where it stood before the Great Recession.”

But is California education funding really improving?

On the surface that seems to be awesome news as state legislatures had cut California education funding in the face of budget cutbacks and dwindling tax coffers.

But as information posted via Redding.com points out, the funding is still not enough. California education funding is still in the bottom 10 of states when it comes to adequately resourcing students and schools. Getting back to pre-recession levels is nothing to celebrate; it’s just a starting point for what needs to be funding reform for the education in the state.

It will also be interesting to watch how quickly funding could expire as economies continue to grow. The marker is that California’s tax revenue seems to be healthy again, but we’re basing that off of money accumulated nearly 10 years ago. If we adjusted the funding based on what is actually being earned, and taxed, today this news may not seem so rosy.

What’s honestly the most surprising is that it has taken this long for the levels to return to 2007 levels. We should have seen this news in 2011 or 2012. It’s still not enough though rising education funding is something worth praising.

Even with that bit of information, new money, or old money dependent upon how one views it, is good. More investment for education isn’t a bad thing. I just hope that California education funding continues to grow so its students see better appropriation in their state.

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Matthew Lynch published in Policy & Reform

ESSA to boost music education nationwide

Music education will receive a boost due to the rewrite of a major federal education law.

Signed into law by President Obama earlier in December, the Every Student Succeeds Act lists music as a portion of a well-rounded education and gives it more support than previous policies when it comes to access and funding.

The law also means federal grant funding is opened for states and local school districts to support music education programs and further train music teachers.

The growing emphasis on music education is great news in places like Nashville where the Music Makes Us program recently hit a record high of students enrolled in music education programs. Music Makes Us is a public-private partnership that has received support from the Country Music Association, including $10 million for new instruments.

According to a report by Music Makes Us, more than 48,700 Metro Nashville public school students take part in music education classes. The report also says the program has increased access to music education for students across every subgroup, and shares that students enrolled in music education have shown better attitudes toward school and increased academic results over time.

It’s no secret that students who study music excel in other areas as well. Unfortunately the direct effect of music is not always noted. Hopefully the updated ESSA will mean more access for all students to music education, and a stronger learning base as a result.

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Matthew Lynch published in Policy & Reform

Maryland to improve education of immigrant students

There are more than 65,000 English language learners who attend public schools in Maryland and one in every 10 students in elementary school is a a first-or second-generation immigrant, according to the Baltimore Sun.

To better assist those students, the state has commissioned a panel to try to amend the educational environment for immigrant kids.

According to paper, many teachers in the state’s public school system aren’t properly prepared to deal with these students. Because of that, many of those students end up dropping out of school completely.

Maryland public school officials are attempting to change the culture surrounding how immigrate students are taught. One of the ways the panel is exploring is by allowing students “to learn at their own pace.”

But the potential problem with that approach is that it may segregate immigrant students from the rest of the student body. In addition, two international schools have opened in Prince George’s County to better assist students who have immigrated from foreign lands.

Many of those students are from “war-torn lands, speaking dozens of languages.”

The state is at least attempting to make strides in making the transition easier for students who just happen to be immigrants. Some may be away from their families and struggling with transitioning to a new environment.

Hopefully this panel strikes the right tone and develops programs that will help new immigrant students long-term but doesn’t keep them completely separate from mainstream American students who could also benefit from learning alongside their immigrant peers.

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Matthew Lynch published in Higher Education, Matthew Lynch

Bobby Jindal wanted more education cuts in Louisiana

Higher education in Louisiana faced cuts this past year after the state faced a multi-million dollar budget shortfall.

It could’ve been worse (way worse) for education though. Governor Bobby Jindal reportedly wanted to cut over $600 million from higher education but was rebuffed by leaders in the state legislature.

In speaking with the press this past week, Jindal notes that he was upset that lawmakers didn’t cut from the state’s higher education fund.

To close the state’s budget shortfall, lawmakers used money from the rainy day fund. Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Nola.com notes that the move saved many schools from being reorganized.

“The Louisiana Legislature voted overwhelmingly last week to draw down around $28 million from the rainy day fund to cope with a midyear budget shortfall. The move allowed public colleges and universities to avoid reductions in the current budget cycle — though the outgoing governor said he would have preferred more reductions.”

Against his will, Jindal compromised and went along with what the legislature wanted. Since Jindal’s terms as governor is up in January, he spoke about the need to reduce the size of the state’s government, which is why he wanted to cut higher education funding.

On the inverse, Governor-Elect John Bel Edwards says that he wants to increase the budget for higher education, which will undoubtedly appease education leaders in the state.

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Matthew Lynch published in HBCU's, Higher Education

Some HBCUs struggling with NCAA academic requirement

A new NCAA requirement that governs if a college or university’s athletic teams will have the ability to compete in the postseason is hitting some HBCU’s pretty hard.

The Academic Progress Rate, or APR, is the rule that the NCAA uses to “hold institutions accountable for the academic progress of their student-athletes through a team-based metric that accounts for the eligibility and retention of each student-athlete for each academic term,” according to diverseeducation.com.

This new rule makes it so that all Division 1 schools would be judged by the same APR.

That’s a mouthful.

But APR is judged in four-year periods, so some of the HBCU’s facing expulsion from postseason play are being judged on academic performance starting in the 2013-14 school year.

According to diverseeducation.com, some of the schools that may be on the outs are Florida A&M University, Savannah State University, and Prairie View A&M University. There are 7 HBCU’s with teams facing penalties.

In an effort to comply, those HBCUs, and other schools, are seeking a deferment of at least one year so that they may show improvement in “their performance in the classroom.”

Also–the NCAA gave “limited-resource institutions” “more flexibility to meet the APR standards.”

Still, with HBCU’s already low funding and state legislatures slashing money that goes towards higher education, some of them were bound to struggle.

Hopefully the NCAA grants the APR extension that will allow these HBCU’s to comply with the order. Disrupting athletic programs could mean some serious financial and morale consequences on the HBCUs involved.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education

Will a college education guarantee higher wages?

The Obama Administration’s College Scorecard is kind of the gift that continues to give. It gives prospective students, and their parents, the ability to compare schools without having to fully visit too many colleges.

Another fantastic win from the scorecard is that we are provided with an idea of how well students do financially after they’ve graduated.

According to an article via Hamptonroads.com, the scorecard “tracks salaries 10 years after the freshman year.” The good news? Student salaries used for the purpose of the article range from $34,000 to $56,000. The bad news? Salaries all depend on a student’s major.

But that’s not really bad news as someone with a degree in finance is likely to make more than a student who chooses a career path in journalism.

The economy also plays a major role in determining one’s salary. Some companies constrict employment, increase employee production, and fail to produce salary increases because of how tight its bottom line becomes due to the state of the economy.

Even with those deciding factors, college graduates still make more than that of those with just high school diplomas. Most companies still prefer a college graduate compared to someone who just has a G.E.D. or high school diploma. A college degree won’t guarantee that you are wealthy, but it should help you live a more comfortable life than if you didn’t have it at all. Now if we could just get the pursuit of those college degrees to be a little more affordable in the first place, we’d really have something.

That statistic isn’t likely to change anytime soon, and students should still strive for a college education to maximize their lifetime earning potential.

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Matthew Lynch published in HBCU's

Will a degree from an HBCU cover student loan debt?

According to a new report, the starting salary for a new college graduate from an HBCU may not be enough to cover student loan debt.

By way of an article on Chron.com, the class of 2015 is projected to have about $35,000 in student loan debt upon graduation. That’s $7,000 more than what the class of 2013 will owe.

Of course in order to pay back the loan, students have to have jobs that will afford them that opportunity.

So to look at how debt and income will factor into the financial success that students may have post graduation, Edsmart.org found that some students who attend HBCU’s may struggle economically. It is a recipe for disaster when students can’t afford college when they start, OR afford to pay it back when they graduate.

The report shows that the average starting salary for new graduates out of Bethune-Cookman University comes in at just $38,700. That’s just $3,000 more than the average debt that students may carry, but the in-state tuition and fees for BCU is a reasonable $14,410.

It gets even better if students attend Florida A&M University. Tuition for in-state students is just $5,785, $17,725 for out-of-state, and students project to make a little over $42,300 after graduation.

Other schools where students can expect to earn more include Xavier University, Howard University, Hampton University, and Tennessee State University.

While the salaries vary, and so will the debt per student, knowing that your earning potential fresh out of college may hover around $50,000 per year may take the sting away form having to pay the government back for your education.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Diversity, Education News

Ahmed's clock proves reality of the school to prison pipeline

One kid, one clock, and one set of handcuffs set the nation ablaze this week. Ahmed Mohamed was detained by officers from the Irving Police Department for bringing a homemade clock to school that his teacher mistook for a bomb.

In an effort to defuse the clock–and the situation–the police were called and Ahmed was arrested for bringing a “hoax bomb” to school.

Officials later learned that Ahmed’s faux bomb was just a homemade clock and he had no intention of harming anyone. It was all, as stated by the police, just a misunderstanding.

If only misunderstandings were that simple.

Since the melee, Ahmed has been invited to the White House, MIT, and Facebook for his creativity. Each organization or group has shown support for Ahmed due to his unfair arrest.

But the unfairness tagged to his arrest has more to do with Ahmed’s culture and skin color than safety.

Ahmed Mohamed was born in America, is Muslim, and his parents aren’t native. The stereotypes associated with Ahmed’s existence led to his arrest, not a clock misidentified as a bomb.

According to study by the University of Pennsylvania, students of color, specifically black students, are suspended at a much higher rate than white students. While Ahmed isn’t black, he is considered to be a student of color.

The study also notes that in 84 districts within the 13 states studied, “blacks were 100 percent of students suspended from school.”

This perpetuates an unfortunate theory that students of color are pushed towards prison instead of higher education.

Ahmed is a curious kid who enjoyed putting things together and fixing broken electronics. He was arrested for bringing a homemade clock to school, which on so many levels, means that a part of his creativity was doused due to racism, stereotypes, and ignorance.

We need to push more kids like Ahmed to advance boundaries, not punish their ability to blow by them.

Too bad Ahmed’s lesson about how rules are applied to certain students, culture, and races were learned through his ability to be creative.

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Matthew Lynch published in EdTech & Innovation, Policy & Reform

How to help high school students find a career

According to the Bureau of Labor Statistics, nearly 30 percent of teens and young adults work in the leisure and hospitality industry. While those jobs are usually entry level and easy to attain, they aren’t necessarily career defining.

In addition to working entry level positions, most high school students aren’t exactly sure of what career path to take after high school.

To help them with such an important decision, Myverse has launched a new tool that will match high school students with a potential career path.

Myverse, “an online and mobile resource for middle school and high school students,” is a device that students may use to help them with selecting which career may best suit them.

One of the goals of Myverse is for students to at least have an idea of what career may interest them prior to stepping foot on a college campus.

Wayne Sharp, Myverse founder and president, believes that this test may change our future workforce for the better.

“Education shouldn’t be about getting through the next lesson or the next test, it’s bigger than that.  We as adults need to contextualize education in a way students can make real world connections with what they’re learning, especially when considering what they will do after graduation.  Myverse provides the starting point in this quest for students and teachers alike.”

As our economy continues to grow and change and the world’s workforce becomes more diverse, allowing students to explore career options that may be available to them before going to college is just another way to better prepare them for the future.

For more information on Myverse and to take the free career test, please visit www.myverse.com.

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

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