educhat

Matthew Lynch published in Higher Education, Matthew Lynch, Policy & Reform December 18, 2015

3 Ways Activists Fought For P-20 Education in 2015

Activism and fighting for the common good are as old as the human race itself. In P-20 education, the last decade has seen progress for groups that have traditionally been left out of the decision and often made to fight for a seat at the table. To the surprise of some and elation of others, many of these education activists groups have be overwhelmingly successful, especially this past year. In honor of those of us that fight for what’s right, I decided to do a piece discussing the top ways that education activists pushed back against “the man” in 2015.

Oklahoma protestors rallied for public school funding. Thousands of protesters attended a rally at the Oklahoma State Capitol that called on the state’s legislators to

do a better job staffing and funding the public schools in the state, as reported by The Oklahoman. The Brighter Future rally was organized by the Oklahoma Parent Teacher Association, and more than 60 school districts cancelled classes so that teachers, students, and parents could attend the rally that has been taking place for over a decade. Whether the legislators listened remains to be seen, but it would be in their best interest to do so.

Oklahoma ranks below the national average when it comes to academic achievement and chances for success for its students, according to Education Week’s 2015 Quality Counts report. For K-12 achievement and education spending, Oklahoma received “F” rankings. It’s reasonable to surmise that there is a connection between both things; without properly funded schools with highly trained (and adequately paid) teachers, students will not be able to reach their full potential.

The protest’s organizers hoped to double last year’s numbers and have 50,000 people at the rally today as a gathering of that size would hopefully collect the attention needed for some real change to take place when it comes to the public schools in the state and the children who attend them. The connection between public school funding and staffing, and the success of its students, is very clear. To best guide this generation of K-12 students into an economically healthy future for the state, Oklahoma needs to put the right funding behind its public schools.

Corinthian students said USDOE used them as publicity stunt. In a story that continues to grow, students who formerly attended Corinthian colleges are accusing the United States Department of Education (USDOE) of using them as a publicity stunt.

Representatives from the “Corinthian 100” were set to meet with officials from the USDOE about their student loan debts but opted to cancel the meeting because they felt they were being used. According to the New Republic, a representative from the Debt Collective, the organization aiding the students in their quest against the USDOE, did not believe the government wanted to help.

“They’re using us so they can pretend to care about students.”

The Corinthian 100 continue to fight in an effort to get the government to forgive their student loan debt. Students that formerly attended schools under the now-defunct Corinthian colleges banner are attempting to exercise a clause listed in the contracts they signed for student loans.

That portion of the contract allows for students to make a “defense of repayment” if they feel that they’ve been deceived.

Because the federal government fined Corinthian $30 million, in part, for felonious ways of collecting debt, the for-profit institution was forced to shut down. That’s also why the 100 want their debt forgiven.

Caught in the middle are the students who are saddled with thousands of dollars’ worth of debt owed to the Department of Education. But the 100 are refusing to bend and are demanding that their debt be forgiven.

Because Corinthian received nearly 90 percent of its revenue from federal financial aid, the federal government should overreach to help students who have shown that they are unable to repay their loans. As a result of the carelessness of Corinthian and the government, these students may never return to college due to the debt held from a negative and painful experience with an organization masquerading as a college.

Corinthian students refuse to payback student loan debt. Corinthian Colleges, a for-profit education outfit, came under fire when, as reported by NPR, 107 of its former students refused to pay back their student loans as a form of protest.

In addition to the large amount of debt that the students carry, they also claimed that the degrees they received from Corinthian are not recognized by most employers.

The Associated Press reported that Corinthian shut its doors last July due to federal regulations. The college had more than 100 U.S. campuses with more than 70,000 students. But when enrollment started to slump and reports showed that nearly 100 percent of students at for-profit schools take out student loans to pay for their education, the United States Department of Education stepped in.

According to NPR, the Consumer Financial Protection Bureau met with representatives from the “Corinthian 100” to discuss “ways to address the burden of their student loans.” This is likely a step in the right direction for those students, but it doesn’t fully address the student loan debt crisis that’s beginning to engulf higher education.

The Institute for College Access and Success, by way of Pew Trusts, a rising number of states’ graduating students have an average debt of more than $30,000. Coupled with the fact that student loan debt now outpaces debt tied to mortgages and credit cards and more than 7 million U.S. borrowers are in default on their loans, higher education just may be in crisis.

The “Corinthian 100” is currently in talks with the Department of Education regarding their student loans.

I think these students have every right to refuse this repayment and that they were victims of predatory practices by this non-defunct university. Colleges and universities need to be held accountable for the degrees they give students and for what those students do after college.

What would you add to my list of ways that education activists fought back 2015?

Matthew Lynch published in Policy & Reform, Teachers December 15, 2015

Student surveys: Measuring what tests cannot

Student surveys are being viewed by an increasing number of school officials, policymakers and researchers as the most effective tool currently available in measuring social and emotional goals for schools and their students. Qualities such as student-teacher relations, student engagement and growth mindset are not only being examined, but incorporated into accountability systems. This means that along with test scores and graduation rates, student state of mind will come into play when rating schools.

Researchers are convinced that students’ attitudes regarding learning, their skillfulness in working well with others and ability to self-regulate and persevere account for more than half of their long-term success.

Students will now be able to rate themselves on important indicators of achievement, such as social awareness and self-management. It has been documented that short, 20 minute surveys, in addition to teacher reports can accurately predict test scores, GPA, suspension and attendance outcomes.

Several school districts have joined forces with Panorama Education, a for-profit startup to analyze and administer these school surveys. With Panorama’s tools, schools are able to ask questions about what they deem important. Guidance is also provided by the company on which type of questions are backed by the best research. Access to questions other school systems have asked and what they have done to improve results is also provided.

Many school leaders find these non-academic factors crucial and are searching for means to document their progress. Increasingly, schools are viewing the academic component and standardized test results as only a fraction of the puzzle.

Matthew Lynch published in Higher Education December 14, 2015

Higher Ed allows children of immigrants to validate parents’ sacrifices

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Jennifer Olmedo Rodriguez

American employers have an untapped resource: first-generation Americans. The children of immigrant parents constitute a potentially deep talent pool for American companies. Motivated and numerous, these individuals feel compelled to achieve the ubiquitous American Dream not only for themselves, but also as a means of validating their parents’ sacrifices and pride.

The question many American companies must ask, however, is how to harness that motivation, drive and determined spirit and transform it into a skilled workforce. Higher education is the key to building a ready team of loyal workers fiercely dedicated to achieving the American Dream.

The numbers are significant. The Pew Research Center noted that the U.S. has more immigrants than any other country in the world. Heading into the 2014-2015 school year, Education Week reported that for the first time ever minority students were expected to outnumber non-Hispanic whites thereby signaling a shift to a “Majority Minority” school system. In 2012, children who have at least one immigrant parent constituted approximately 11.5 percent of the population and that number is expected to rise to 18.4 percent by 2050.

The importance of this population transformation cannot be ignored. In 2013, researchers at Georgetown University’s Center on Education and the Workforce found that over 55 million jobs would become available in the next few years – the majority of which would require education and/or training beyond high school – and there will be a shortage of workers to fill those jobs. Companies must plan ahead to source an educated talent pool from available sources.

The solution is simple and readily available to employers who have the foresight and understanding to tap into it: their very own employees who are immigrants or the children of immigrant parents. Employers who invest in educating this community for future careers are effectively planting the seeds they can harvest to meet their future labor needs.

As a partner at a national law firm, I am often involved in hiring decisions. Being the child of immigrant parents, I understand the challenges that immigrants and employers each face. My parents arrived in this country as children. Throughout our childhood, they instilled in my sister and me the importance of hard work and an education. My parents never attended college. Instead, they and my grandparents were focused on making ends meet and ensuring that my sister and I could strive for more, achieve more. It always was expected that we would.

It was never a question of “whether I went to college” – it was just a matter of “when I went to college.” I enrolled in Florida International University and became the first in my family to obtain a college degree. My sister followed and earned her nursing degree. Thereafter, my hard work paid off and I attended the University of Florida Levin College of Law. When I graduated with honors, I knew I had validated all of the sacrifices my parents and grandparents made when they immigrated to this country; sacrifices I was keenly aware of each time I pushed myself to reach new goals.

When I meet children of immigrants, I feel a connection to their drive, their ambition, their unparalleled desire to succeed. Some employers are recognizing that shared characteristic and have begun playing a role in educating existing workers — especially first-generation immigrant students. By supporting their employees’ educations, employers are nurturing their labor pool and potential leaders from within their own organizations.

How can your company start building tomorrow’s workforce, today? Consider offering:

Tuition reimbursement to employees seeking degrees to further their careers. Work with company Human Resources to inform employees that this benefit is available and work to ensure it is part of any benefits package for future employees.

Scholarships for employees or the children of employees who have expressed an interest in higher education. Sometimes, knowing money is available can prod prospective students to enroll in higher education institutions.

Funding scholarships through community organizations or local universities. There are a wide variety of schools and organizations that offer scholarships, grants and other financial aid to immigrants to further their education. Your company can support these programs through annual giving or by hosting company-wide fundraisers to engage employees and company contacts.

Setting up mentoring programs through which the children of immigrant employees are able to experience first-hand the varying career opportunities available within your company and hosting seminars to provide guidance on topics such as American business culture, higher education systems and financial aid opportunities.

Such programs become part of the very fabric of a company’s commitment to give back to its community, while developing a loyal and incredibly motivated workforce.

In my experience, child immigrants and the children of immigrant parents share a common ethos, a commonality in their DNA. Their parents and elders often overcame extreme adversity and worked long hours in blue-collar jobs to support and provide for their families with, at times, little more than basic schooling. Yet, those elders repeatedly espoused the importance of an education.

In our household, the refrain was constant — “get an education… no one can ever take that away from you.”

So I did. I worked and paid my way through FIU with student loans, earning my bachelor’s degree in three years and receiving the Minority Participation in Legal Education Program (MPLE) scholarship through the Florida Education Fund that provided me a full scholarship to law school. Now it is my time to give back, to mentor.

Today, some would say I am “successful” – an example to the new generation of students who are either immigrants themselves or the children of immigrant parents. Success is a matter of personal perspective. Regardless, employers who support immigrant students are discovering that the same dedication and drive that fueled so many like me translates into stellar employees, motivated by a commitment to make their parents proud and, oftentimes, serve as a role model for siblings and younger family members. In the end, it is relatively simple — family honor transforms the desire to succeed from a selfish goal into a validation of their family’s sacrifices.

For many of these students, education becomes a launching pad to greater success, upward mobility and family honor. Each time my parents learn of something I accomplish, no matter how mundane it may seem to me, they beam.

“That’s my daughter…I’m bursting with pride,” my mom boasts.

Such accolades usually cause me to shift uncomfortably with embarrassment. Any success I may achieve is not solely my own. I owe it to her, my father and the incredible foresight my grandparents had when they fled Cuba for the United States to forge a new life. The enormity of that foresight became readily apparent on my recent trip to Cuba. Walking the streets of Havana among crumbling buildings, the shortages and hardships endured by the people – my people — presented me with a stark realization. I will never know those shortages and hardships thanks to my grandparents’ courage. All opportunities I have had, I owe to them. I cannot and will not fall short of realizing my ultimate potential because they endured unfathomable sacrifices to provide me those opportunities. I must succeed.

I, too, find myself “bursting with pride” each time I hear a story of a first-generation American who achieves the American Dream – a college education – and validates their family’s sacrifices. It’s a shared chorus among immigrant families and the companies that employ them.

U.S. immigrant population projected to rise, even as share falls among Hispanics, Asians, Pew Research Center, Mar. 9, 2015, http://www.pewresearch.org/fact-tank/2015/03/09/u-s-immigrant-population-projected-to-rise-even-as-share-falls-among-hispanics-asians/

U.S. School Enrollment Hits Majority-Minority Milestone, Education Week, Aug. 19, 2014, http://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html

Report: Economy Will Face Shortage of 5 Million Workers in 2020, U.S. News & World Report, July 8, 2013, http://www.usnews.com/news/articles/2013/07/08/report-economy-will-face-shortage-of-5-million-workers-in-2020

___________________

Jennifer Olmedo-Rodriguez is a shareholder in the Miami office of law firm Buchanan Ingersoll & Rooney PC. She focuses her practice on commercial litigation and civil appellate litigation. She serves on the President’s Council at Florida International University and is dedicated to making a difference in the education of first-generation students such as herself by working on the President’s Council’s First Generation Task Force Committee to raise funds to benefit the First Generation Scholarship Fund.

Matthew Lynch published in Equity, Higher Education, Matthew Lynch December 11, 2015

2 States That Made Big Investments in P-20 Education in 2015

In order for education in the U.S. to regain its former preeminence, we must start to fully fund education. Fortunately, many state governors got the memo and decided to do just that. Here is a shortlist of states that made investments in education in 2015.

Michigan governor invested millions in P-20 education. Higher education and public schools received a shot in the arm from the Michigan legislature earlier this year when Governor Rick Snyder approved a new funding bill for the 2015–2016 school year.

According mlive.com, the legislature sent $16 million worth of education funding to the governor’s desk for approval in June. Within the budget was an increase of over $18 million for higher education, $1.53 billion for the state’s public universities, an over-$23 million increase for community colleges, and $50 million “for a possible agreement on Snyder’s plans for Detroit education reform. The reform money will go towards paying down “the debt of Detroit Public Schools.” More antecedents included were money for at-risk funding and a bump in per-pupil funding, from $70 to $140.

Because the education budgets received bipartisan support and votes, Snyder signed off on them. He received the money he requested for education reform, and there seem to be no coming cuts to higher education.

State legislatures across the country have struggled to balance budgets without cutting higher and public education. This money addresses the needs of low-income, or poor, school districts and will pump more money into Michigan’s public universities.

Hopefully Michigan sets a trend nationwide where lawmakers will refrain from freezing or cutting money from higher and public education.

Arizona governor invested $3 billion in K-12 education. In October, Arizona politicians took a small sigh of relief when Governor Doug Ducey signed an education bill that will pump over $3 billion into K-12 schools.

According to azcentral.com, the bill was signed after leaders squabbled over coming to terms on funding due to a five-year-old lawsuit “that sets conditions on when the K-12 formula can be denied inflation funding.” This new plan calls for $3.5 billion to go to Arizona schools in the next decade by raising the base amount of K-12 dollars. That base will then be adjusted annually for inflation, and an extra $625 million will be added from the state’s general fund.

It took several weeks of negotiations between Ducey and school officials. Democrats weren’t fully behind the deal, which was championed by Republicans and signed into law by a Republican governor. But in the end, students seem to be the winner, so there’s no reason to grasp for partisanship.

In the next 10 years, K-12 schools in Arizona will see an uptick in funding due to the deal. That could mean more teachers, better facilities, and better resources for students to utilize. Of course, oversight of these funds is essential, and my vote is always to improve education conditions for minority and underserved students (especially in bilingual Arizona), but we will see how it all falls into place.

The semantics of the deal, or how we arrived here, may be debatable. But in the end, students seem like they will come out ahead with Arizona’s latest education law.

Can you think of any additional states that made big investments in P-20 education in 2015?

Matthew Lynch published in Equity, Higher Education, Matthew Lynch December 7, 2015

3 Biggest Losses for K-12 Education in 2015

All in all, 2015 was a good year for K-12 education. However, for all the great wins we experienced, we also had some major losses. Let’s look back at just a few of these disappointments.

In 23 states, poor students see less school funding. Poverty makes it more difficult for children to succeed in school, and they come to school at a disadvantage. These students tend to have more needs than their middle-class and well-off peers. Children from poor families are behind their counterparts on nearly every measure of academic achievement.

In 23 states, state and local governments together spend less per student in the poorest districts than those that are more affluent, according to 2012 federal data reported in The Washington Post. The differences in funding are severe in some states. Pennsylvania spends 33 percent less on the poorest school districts per pupil than on the wealthiest. In Missouri, the difference is 17 percent.

Across the United States, states and localities on average spend 15 percent less per pupil in the poorest districts than in the most affluent, according to The Washington Post.

This news is troubling. We need to find ways to ensure that children from low-income families receive an excellent education and their fair share of federal assistance. Our country needs to work hard to find ways to help homeless students and those in poverty and provide resources such as after-school and summer programs to help our poorer students succeed.

In addition, if we want to narrow the education gap, we have to help our underprivileged students. Poverty doesn’t mean that students cannot succeed; they can.

However, poverty does place additional pressures on children and add some additional challenges. Funding is one big way we can help our students from poorer schools and give them a better chance at success.

The opportunity gap is widening in America. The economic status of the parents of today’s K-12 students determines the long-term economic quality of the children’s lives more today than in previous generations. Children living in poverty conditions today are more likely to stay in them throughout adulthood than in previous generations, according to new information from Robert Putnam, author of “Our Kids: The American Dream in Crisis,” which examines how kids experience inequality the most and the devastating long-term effects.

Putnam revealed to Mind/Shift that the opportunity gap is making it impossible for a third of kids to gain access to the right steps to achieve the American Dream. This “opportunity gap” is a result of many factors, including a lack of equality in resources and treatment of students in America’s school systems, starting as young as preschool.

I think that the only way to truly close the opportunity gap is in our K-12 education system. As a society, we cannot go into homes and change what takes place there, at least not on the mass scale that is needed. We can, however, educate our nation’s children and give them the tools to elevate their quality of life. Schools are certainly places where social services, like free and reduced-price lunch programs, are appropriate, but to really facilitate long-term change, we need to give students the educational tools to rise above issues like poverty as they grow. This is only possible with targeted programs in at-risk areas that take specific backgrounds and life situations into account and employ teachers who come from similar backgrounds so students have relatable role models.

2016 USDOE funding is $2 billion less than 2015. Congress went to work on education funding in 2015, and the results aren’t pretty. According to ThinkProgress.org, the Senate Appropriations Committee put forth a bill that included education funding for the next fiscal year. The funding level is about $2 billion less than it was in 2015, which means a potential loss of programs.

The Senate’s version wasn’t as bad as what the House came up with. The appropriations committee in the lower chamber wanted to slash $2.8 billion from the Department of Education.

What’s at stake is the department’s research ability. Think Progress’s article stated that the department “would lose 80 percent of its research budget and all funding for preschool development grants, School Improvement Grants, and the Advanced Placement Test Fee program, which allows low-income high school students to afford tests that provide them with college credits.”

That’s fairly significant.

In December of last year, the department awarded the preschool development grant to 18 states. That totaled almost $300 million that went towards allowing more kids access to preschool programs. If the House and Senate continue cutting the grant, this will hurt thousands of children nationwide.

When we see politicians making drastic and harmful decisions like this, it shows just how empty politics can seem at times. Getting rid of the education department’s research budget and slashing preschool grants may save money, but it will hurt us in the long run.

Hopefully, both sides are able to compromise so that the cuts stop short of hurting kids who are about to start their education.

What were the biggest losses for K-12 education in 2015? What did I miss?

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in Higher Education, Matthew Lynch December 6, 2015

2 Biggest K-12 Education Wins of 2015

2015 was a good year for K-12 education, and we had some great wins. Let’s look back at a couple of these accomplishments:

Social programs keep child poverty rates from doubling. More children are living in poverty conditions in the U.S. than official numbers present, according to a new report from the Annie E. Casey Foundation. The Measuring Access to Opportunity in the United States Report uses the Supplemental Poverty Measure, a standard first implemented by the U.S. Census in 2011 that measures the impact of important social programs like SNAP and the Earned Income Tax Credit on true poverty rates. It also accounts for rising costs and other changes that affect a family’s budget. Unlike the federal “poverty level” standard, the SPM takes geographical costs of living into account.

According to SPM measurements, without social assistance programs, the child poverty rate would almost double from its current 18 percent to 33 percent. Not surprisingly, children of color are more likely to live in poverty than their white peers. The report found that both Latino and African-American children have a 29 percent SPM rate, while white children sit at just 10 percent nationally.

A few other findings from the report:

• California has the highest child poverty rate, using the SPM, followed by Arizona and Nevada.
• States with some of the largest child populations, like Florida, New York, and Texas, have among the highest child poverty rates using the SPM. Poverty rates among southeastern states are also higher than the national average.
• The lowest rates are in the upper Midwest and northern New England.

So what do these findings mean for the children in our K-12 schools? Correlating a child’s poverty rate to success in life (and in school), The Annie E. Casey Foundation suggests the following steps:

• More support of quality early-childhood education opportunities.
• Expansion of the Earned Income Tax Credit so families can keep more of their earnings.
• More access to programs like SNAP and child care and housing subsidies.
• Better job training and childcare support for parents.

You can read the full report here.

I’ve long believed that educational assistance is the biggest step towards breaking the cycle of poverty for all children, especially minorities. When we look at our future generations, the key to eradicating poverty lies in the opportunities we provide kids in our K-12 schools and the assistance we give their families to raise their quality of life.

K-12 education news coverage on the rise. Mainstream media drive conversations, so analyzing what is being covered in the news gives a general indication of public perception on issues.

A new report from leading education reform policy strategist Andrew R. Campanella, titled “Leading the News – 25 Years of Education Coverage,” reveals how news media has presented K-12 education stories over the past quarter-century. So what does education news coverage look like?

In short, coverage of K-12 education in the news media is on the rise — up 7.7 percent in 2014 over the average of the 25-year span.

Not surprisingly, local news outlets provide the most education news coverage. In fact, local news outlets commit 6.82 percent of their air time to covering K-12 education or schools. That’s nearly three times higher than the national news coverage average of just 2.3 percent. What’s more is that local education news coverage appears to be on the rise.

From 2010 to 2014, the top education news story topic by far was sports, garnering 13.6 percent. At a distant second was special events (5.1 percent), followed by education funding (5 percent) and academic subjects (4.65 percent). As far as groups of people, students get the most mentions at 62 percent, followed by administrators (42.7 percent), teachers (28.3 percent), and parents (23.5 percent).

Coverage of educational policy is on the decline though — down 36 percent in 2014 over the 25-year average. Within the education policy category, funding and school choice were the most-covered topics. These two topics garnered 2.5 times more coverage than all other educational policy reporting combined (which includes 10 other specific issues).

Looking ahead, the report forecasts that coverage of school choice, school safety, and state education standards will continue to rise while teacher issues, funding, federal programs, and class sizes will continue to decline.

This is just a snapshot of all the report entails. You can read the rest of it by clicking here.

I can’t say I’m very surprised that local outlets provide the most coverage on K-12 education, but I was surprised to see that funding and federal programs are seeing less air time. I’d be interested to see an update of this report in another 5 years to find out if the trends in K-12 educational coverage continue on the same path.

What were the biggest wins for P-20 education in 2015? What did I miss?

Matthew Lynch published in EdTech & Innovation, Matthew Lynch December 3, 2015

The 4 Biggest Ed Tech Stories of 2015

As expected, ed tech continued to be a hot topic of discussion in 2015. Because of its increased coverage, The Edvocate decided to create a list of the top 4 ed tech stories of 2015.

Are MOOCs the biggest ed tech story of 2015? With a steady stream of reporting that the price of college is quickly becoming too high for many Americans to afford, an alternative form of higher education seemed to be how some future students would learn. MOOCs, or massive open online classes, offer free lectures and web-based courses by some of the world’s best universities.

But according to NPR.com, MOOCs’ popularity never really took off. But because the courses are free and open to anyone with an internet connection, many believed that this type of offering would soon be the death of college.

Not so, or at least not yet.

According to a paper produced by Harvard and MIT on MOOC courses that both institutions offer, more than one million participants entered a HarvardX or MITx course between 2012 and 2014. While those numbers may seem high, it is important to remember that each course is free, though participants may choose to purchase a certificate of completion at the end.

The paper also found that nearly 40 percent of those surveyed who took one of the MOOC courses had a teaching background.

Overall, the study showed that MOOCs are growing at a steady pace but not enough to pose a serious or significant threat to brick and mortar institutions.
That doesn’t mean that these free courses will soon be de-funded or go away; this simply shows that more time is needed to figure out and cultivate their appeal.

MOOCs may still represent a new wave of how students will digest education in the future. Free may be good, but quality has to be attached to it. As long as institutions offering MOOCs continue to give valued information through these courses, our future workforce and economy may be better because of it.

Is online education affordable? According to U.S. News and World Report, online higher education options aren’t necessarily cheaper than the traditional brick-and-mortar schools.

The report attempted to “debunk” the myths surrounding the theory that online education may be a cheaper option for some students.
According to usnews.com, tuition costs for online courses, or degrees in some cases, are more expensive due to technology and faculty costs.

“Even if tuition for an online program looks appealingly low, students should be sure to look into whether they will be paying any additional fees, says Vickie Cook, director of the Center for Online Learning, Research and Service at the University of Illinois—Springfield.”

Depending on the type of school the student chooses, the cost of attending varies. Selecting a private higher education institution that offers online programs will certainly trend higher than a public university with controlled costs.

It’s also worth mentioning that many for-profit schools offer online programs. The costs associated with these programs and schools will sometimes rival that of some of the country’s best schools.

The importance of researching the type of school a student wants to attend and what costs may come with attaining one’s degree will be paramount.
The U.S. News and World Report’s article also suggested that students qualify for student loans and Pell Grants even for an online education—a myth that needs to be busted.

Is course customization the future of instructional tech? In an ever-changing online environment, course customization may soon reign supreme. As online education continues to grow and evolve, so will demands on the industry and one area in which this is especially true is course design — or specifically, the creating of courses that fit each classroom just right and move away from the “one size fits all” approach to curriculum.

It’s why Blackboard Inc., the once-popular company that provides software solutions and tools for learning for higher education, high school, and k-12 classrooms, is up for sale.

According to Reuters.com, the company’s growth and revenue have slowed due to upstarts and changes in higher education.

Those “changes” are coming mainly in the way of customization options.

Recently, Odysseyware, an up-and-coming software company that provides curriculum for online institutions, announced alterations to its system that will make teaching and learning much more personal.

The company’s software will now allow educators to completely customize standard courses, giving them the ability to “rearrange, add, and delete content, including assignments…and search curriculum by topic and standard.”

There are more changes, like the creation of search engines that give educators the unique ability to search and save content as well. More than anything, this shows how nimble and proactive Odysseyware is being in the face of a rapidly evolving education environment. For students to reach their full academic potentials, teachers must tap resources that best fit each individual class structure and customization options facilitate this.

I believe the way teachers create lesson plans will look much different in 5 years than it does today, thanks in part to the upsurge of customization technology.

Obama to invest $3 billion in ed tech. President Obama announced nearly $3 billion in education technology commitments from various private technology companies and the Federal Communications Commission (FCC), according to U.S. News & World Report. The resounding goal is to “close the technology gap in our schools.”

The Department of Agriculture will provide more than $10 million in distance-learning grants for rural schools, according to documents shared by the White House. The FCC committed $2 billion that will act as a down payment for providing high-speed broadband Internet access to 15,000 schools, fulfilling part of the President’s promise to expand broadband access and wireless Internet.

Among the donations is an investment of $1 billion’s worth of Microsoft products, according to the software company. Microsoft also pledged to deeply discount several of its digital devices for all K-12 public schools. In addition, the company has offered more than 12 million free copies of Microsoft Office to students at low-income schools.

Teachers will also receive professional development to guarantee they know how to properly use the technology in their classrooms. Verizon pledged to provide increased professional development opportunities for teachers, says Rose Stuckey Kirk, president of the Verizon Foundation.

In a statement, she told U.S. News, “One key result we found from training teachers on mobile technology in the classroom is that their students learn better problem-solving skills. These skills are essential for 21st-century-education and an ability to compete internationally.”

During the announcement, President Obama stated that the commitments would help “put the world and outer space at every child’s fingertips, whether they live in a big city or a quiet suburb or rural America.”

Can you think of any ed tech stories that we missed?

Matthew Lynch published in EdTech & Innovation, Matthew Lynch December 1, 2015

2 Bold Moves Made By Pearson Education in 2015

Depending on your view of Pearson, described as “the world’s largest education company” by the Washington Post, any news about the company may serve as good or bad. Love it or hate it, Pearson is the top education company in the world. During 2015, Pearson made a series of bold moves, which are chronicled below.

Pearson picked education as its sole focus. In July, the Washington Post reported that Pearson was making a move to focus solely on education. “The company is selling its stake in the Financial Times to Nikkei Inc., a leading Japanese media organization, for $1.3 billion, a move that Pearson Chief Executive John Fallon said was precipitated by the changing journalism business model and by Pearson’s desire to focus entirely on education, according to Financial Times.”

Because credit-rating service Moody’s downgraded Pearson’s credit outlook to negative due to instability in the higher education arena, this move gave Pearson “nearly $1.5 billion in net proceeds;” providing the company the potential to improve its standing with Moody’s.

The article further stated that Pearson had lost a few “big testing contracts” in New York, Texas, and Florida. But the news wasn’t all bad for Pearson. The Post also reported that the education giant is the primary vendor for the Partnership for the Assessment of Readiness for College and Careers. It is also one of only two multi-state consortia charged with designing new Common Core specific exams — a task that comes with nearly $360 million in federal funds.

Many view Pearson as a monopoly because of its size and number of contracts it holds. But because of the recent losses, and news that it wants to reaffirm its standing within the education community, this may either signal the beginning of the end for Pearson or the start of something greater.

Pearson to spend $2.3 billion on education. It was announced in August that, after selling two media outlets for nearly $2 billion, Pearson had plans to spend over $2.3 billion on education across the globe. According NPR.org, Pearson’s chief executive John Fallon and North American CEO Don Kilburn plan to invest a considerable amount of money to strengthen its position as a global education leader.

“In recent years, we’ve developed an increasing focus on our biggest, most exciting opportunity — to help people make progress in their lives through learning … it’s become clear to me and the Pearson board that the scale of the challenge requires our undivided attention,” said Fallon.

The article further articulated the company’s position on education as it highlighted just how much Pearson spends on education annually. Pearson spends $1 trillion “each year on education—most of it public money” globally. That is an astonishing amount of money and an amount that most people are likely not aware of.

But Pearson has faced criticism as of late due to lost contracts and its relationship to Common Core. No matter to Pearson, though, as their plans will not change and they will just continue to roll out educational materials.

Kilburn said that the company plans to invest more into bringing education into underprivileged areas and continuing to develop public-private partnerships so that more students will have the ability to attend college. I sincerely hope that this is true and not just something said to generate good press.

This is, of course, just the start of the company’s strategy. But based on where Fallon and Kilburn want to take the organization, this certainly seems like a giant leap in the right direction.

What do you think of Pearson’s business moves in 2015?

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

Matthew Lynch published in Higher Education November 24, 2015

Should we abolish educator tenure?

A guest post by Julian Vasquez Heilig

Is tenure still an important tradition in the 21st century? This is a debate that comes up often in my discussions with policymakers and others. It’s also an issue that is currently flaring up in Scott Walker’s Wisconsin (See What’s Gone Wrong in Wisconsin?) There is an increasing cacophony that our ancestors’ of conception of educator tenure is obsoIete. I have two examples today (one personal and recent) relating to how tenure has an important role to play to protect academic freedom in our nation. I will begin with my story then segue to the explanation for the post A Mystery: What do you think is happening in this classroom? #ISupportMarilyn

I was recently “called into the principals office.” A source told me that Chris Evans, the Superintendent of Natomas Unified School District didn’t appreciate that I shared research about Teach For America with him. I have included a screenshot of the email I sent to him and the other board members below.

He contacted the Dean of the College of Education here at California State University Sacramento. I received a call from someone representing the College of Education (I won’t say who because I don’t want to put them on blast). I asked them to put their concerns in writing so I can forward them to the California Faculty Association (CFA). I also forwarded the email above to CFA and made them aware of Chris Evans’ attempt to temper my academic freedom. Fortunately, I am a tenured full professor and my academic pursuits are protected by a long and important tradition in this nation.

You have enemies? Good. That means you’ve stood up for something, sometime in your life. Winston Churchill

I think our ancestors understood the career danger presented to faculty who are tasked by our nation to create and disseminate knowledge. It’s important that faculty are protected via tenure from individuals with power and influence who want to silence dissent and creativity.

So maybe you might agree that tenure should stay in higher education, but should be done away in K-12 because of “‘all those lazy” teachers— a common refrain. Here is a case submitted by a California Cloaking Inequity reader that underscores the important of tenure (due process) and academic freedom for K-12 educators.

A student that wasn’t even in one of my classes came to my room when I wasn’t there and took a series of pictures. He photographed the Palestinian flag on my wall as well as other resources that express solidarity with Palestinian people. The pictures were turned over to a Zionist organization from outside of the local community. The Zionists promptly lodged a complaint with the site administrators as well as with the school district. The student in question argued that he did not feel “safe” on campus because of the materials on display in my room. A few days later, I stayed after school to work late. Upon returning to my room in the evening, I startled the assistant superintendent in charge of personnel who had let himself into my room and was examining the materials on my walls. He not only challenged the appropriateness of my Palestinian flag but also a poster of Malcolm X. He claimed that these items were too “controversial.” He suggested that I put up an Israeli flag to “balance” out my room. Later, I was informed by one of my school administrators that school board members had also been given access to my room in order to critique the items on my walls.

Eventually I received a letter signed by the lead as well as both assistant principals informing me that I was in violation of a district policy regarding controversial topics. I was given until the end of the week to remove the Palestinian flag along with other materials. The letter went on to explain that the materials in my room were too “controversial” and “unbalanced.” I was also informed that what I put up on the walls would continue to be monitored. I responded by removing every single poster, student work, instructional resource, and decoration from the room regardless if it was related to social justice for Palestinians. All that was left were four bare walls. Previously, my room was beautiful. It was full of art, student work, culturally relevant images that affirmed the rights of immigrants, women, gays and lesbians, African Americans, and the list goes on. I took it all down in protest. I decided to not play along with the school’s attempt to represent social justice for some groups but not for Palestinians.

Of course my students wanted to know what in the world was going on. This whole thing became an immense teachable moment that allowed me to teach even more about the conflict in Palestine. I also was very open with my students about the various ways I was resisting school authority as well as the consequences I was facing. Of course they were all excited, intrigued and hungry to learn more about not only Palestine but also various forms of civil disobedience.

After several months, I then was informed by one of the administrators that the school board requested that I redecorate my room “appropriately.” The administrator made sure to emphasize that it was the school board’s request. I told her that the school board could come to my room and decorate it themselves. I left the walls bare for months on end but eventually resisting in this way began to grind on me. I slowly began to reintegrate some of the images back on the walls. I felt like a sellout the first time I complied with their racist directives even though the bare walls proved to be an effective protest judging by the high level of student engagement and awareness around Palestine and permissible discourse in public spaces defined by White people.

Two years later, when I was assigned a new classroom, I decided to once again challenge my school district’s insistence on Eurocentric monoculturalism. However this time I committed to non-compliance short of dismissal. Furthermore, unlike my previous confrontation with the school district, I kept other teachers of color as well as like-minded White teachers abreast of my effort to confront the apartheid of knowledge we were all subjected to.

I decorated my new classroom with some of the images that had been displayed in my previous room. One poster called for the removal of the apartheid wall in the West Bank. A second supported the international call for boycott, divestment and sanctions on Israel. A third simply proclaimed solidarity with the people of Palestine in English, Spanish, and Arabic. In addition, a photograph of an Israeli soldier pointing his weapon down rage at a crowd of Palestinians was also displayed. The final display was a piece of art I co-created with two of my students. It included a characterization of a man holding a Palestinian flag. Next to the charcoal and water color image of the man, I expressed the following sentiment: “[My principals] lack the courage to lead on issues of equity and social justice. I propose that they support teachers that teach about human rights rather than silence their voices. I will create materials to educate others about the Palestinian struggle for self-determination and nurture my own critical consciousness about human rights.” The powder keg was put in place and the match was lit.

Since I was intentionally defying my principals, I knew I would find myself in hot water sooner rather than later. Knowing this, I invited teachers and friends to do gallery walks through my room. I discussed the images with my current classes and began integrating the images in my lessons. In short order the principals wrote me a letter informing me that I had three days to remove the posters described above as well as others that in the administration’s opinion were, “…not conducive to positive community-building.” I promptly removed the posters but outlined their former locations with blue painter’s tape in order to bring attention to the scene of the crime. At this point is where a camera caught one of my principals trying to catch me ridin dirty. Actually, it wasn’t that hard. I was acting in open defiance to the racist policies of my school district.

Watch the video of the knowledge surveillance below.

In response to the blue painter’s tape, the associate superintendent, the same one I caught lurking in my room after hours (again tryin to catch me “ridin dirty”), was sent to track down the runaway slave and bring me back to the plantation. Of course the sixteen page document that reprimands me for so called “unprofessional conduct” and “unsatisfactory performance” used none of this language but that is the essence of the matter. I was directed to not use the walls of my classroom as a forum to discuss controversial topics nonetheless I was required to maintain educational materials on the walls (See Jane run, Jack and Jill went up the hill, and the like). Furthermore, during the next two years, I was to seek written consent from site administrators before displaying posters, images, flags, or other materials in my classroom. In short I was to be a good little nigger and not dare to speak unless given permission to do so. I consider this letter in my employment file to be a badge of honor.

I am still resisting the racist directives I’ve been given. I am careful and strategic about what I display in my room but I’ll be damned if I will ever ask permission to speak. I continue to post without asking consent.

The essential question that my students have examined this entire year asks them to compare and contrast the experiences of indigenous populations in North America to the experiences of indigenous populations in Palestine after the arrival of European settlers. My walls enshrine my students’ answers to questions such as:

What are Israel and Palestine?

Why are Israelis and Palestinians fighting?

How did this conflict start in the first place?

Why is Israel occupying the Palestinian territories?

Why is there fighting today between Israel and Palestine?

Why does the violence keep happening?

How is the conflict going to end?

Why is it so hard to make peace?

Sue (2004) maintains that in order for ethnocentric monoculturalism to operate, the group in question must have the power to define the reality of other groups. My experiences give evidence of the power to define the reality of other groups. The apartheid of knowledge that exists in my school bestows Whites with the power to define the reality of other groups, it also “marginalizes, discredits, and devalues the scholarship, epistemologies, and other cultural resources of Faculty of Color” (Delgado Bernal & Villalpando, 2002, p. 169). Discussions on race at my school are not legitimized, my perspectives a teacher of color are not validated, and White school personnel are unwilling or unable to engage in dialogue that might lead to squarely confronting a different racial reality. The restriction of images and symbols described in this testimonials illustrate Sue’s (2004) conclusion that, “The extreme bias in knowledge construction from a Euro-American perspective means that the history taught to children is at best incomplete, and at worst, inaccurate and distorted.” The epistemological racism evident in the response of the schools, districts, and administrators illustrates characteristics present in all forms of apartheid; namely the separation, subordination and marginalization of the cultural norms, values, and knowledge of People of Color. As in Salazar’s (2005) study, “Participants received messages, communicated on institutional and individual levels, that served as daily reminders that they were outsiders” (p. 245).

Apartheid requires power. This narratives illustrate how power was exercised by establishing the omnipresence of authority in the form of school and district administrators, as well as elected school officials making clandestine visits to my classroom. The school system also exerted its power by dispensing disciplinary action. The school system used this power to define and impose its ethnocentric reality and beliefs upon the learning environment. Rather than facilitating dialogues about race, my school administrators were guarded and vigilant instead of truthful, open, and honest. School board policies that call for ”fairness,” and “balance” requiring teachers to maintained a so-called “objective perspective” were used to white-out courageous conversations about race, human rights, and justice. Evidence of subaltern counter-narratives was physically and forcefully eliminated.

Trepidation about allowing the perspectives of racially and culturally subjugated groups to be manifested within a preeminent site of cultural production, such as the school classroom, motivates the enforcement of the apartheid of knowledge. Apartheid requires an acknowledgement and fear of difference. However, this acknowledgement serves as justification for the school system to double down on its investment in the myth of colorblindness. The district and site administrators required me to be complicit in their efforts to be colorblind. Motivated by the need to be perceived as unbiased, and by fears of appearing to be anti-Semitic, I was required to deny my own experiential reality as an Afro-Latino by removing images and symbols that testified to the effects of racism and discrimination towards Palestinians. Thus, the school system reproduced and sustained ethnocentric monoculturalism through an apartheid of knowledge that enforces the use of modernist and Eurocentric definitions of fairness, balance, objectivity, truth and falsity, and ultimately the nature of reality.

Malcolm S.

With tenure this social studies teacher is protected from powerful political forces and guaranteed due process. However, that didn’t stop the district from marring this teacher’s record with a complaint. Tenure is not obsolete if we believe in a vibrant democracy that values debate and dissent. Enlightenment vs. hegemony.

Democracy must be built through open societies that share information. When there is information, there is enlightenment. When there is debate, there are solutions. When there is no sharing of power, no rule of law, no accountability, there is abuse, corruption, subjugation and indignation. — Atifete Jahjaga

Apartheid of Knowledge— It’s not just Soweto, it’s in California too.

Works Cited

Delgado Bernal, D. & Villalpando, O. (2002). An Apartheid of Knowledge in Academia: The struggle over the “legitimate” knowledge of faulty of color. Equity & Excellence in Education, 35:2, 169-180.

Sue, D. W. (2004). Whiteness and ethnocentric monoculturalism: Making the “invisible” visible. American Psychologist, 59 (8), 759-769.

Salazar, C. F. (2005). Outsiders in a White, middle-class system: Counselor educators of Color in Academe. Journal of Humanistic Counseling, Education and Development, 44, 240-252.

This post originally appeared on Cloaking Inequality, and was republished with permission. Follow Julian Vasquez Heilig on Twitter: @professorjvh.

____________________________

Julian Vasquez Heilig is an award-winning researcher and teacher. He is currently a Professor of Educational Leadership and Policy Studies and the Director of the Doctorate in Educational Leadership at California State Sacramento.

Matthew Lynch published in Higher Education, list, Matthew Lynch, Teachers November 5, 2015

2 Reasons Colleges Need Athletes as Minority Mentors

When it comes to getting more minorities into college, and then graduating them, there are a lot of different ideas out there. Stronger high school recruiting, better guidance programs for first-generation students, and more minority faculty members are just a few of the ways to make college campuses more diverse to the benefit and success of everyone.

Having strong minority role models as mentors is another, and perhaps the most powerful idea of them all. Successful people who look like the students a particular college or university is trying to graduate, and who come from a similar background, can leave a lasting impression and inspire students to similar heights.

One particular group of minority mentors that I feel should be getting even more involved in the minority recruiting and mentorship process is student athletes. Whether still athletes at the school, or alumni, this particular subset of minority mentors should play an important role in graduating other traditionally disadvantaged students. Here are a few reasons why I think so:

Many of them have powerful, relatable life stories.

Athletes often seem like larger-than-life superstars while they are on campus. But many of them have had personal lives that are relatable and inspirational to everyone else.

One great example of a college-athlete-turned-minority-mentor is The Ohio State University alum Maurice Clarett. The former college running back has taken on a new role as both a cautionary tale, and inspiration, to other young people. If his name sounds familiar, it is because his claim to fame was not just on the football field or as a national champion in the sport. Clarett served four years in prison for aggravated robbery and carrying a concealed weapon. It was behind bars that he started reading up on personal development and ways to grow beyond a delinquent and even ways to rise above his association with being a football star.

Today he talks with other college athletes about things like personal responsibility and being accountable for actions, no matter their upbringing. Clarett has visited athletes at Alabama, Notre dame, Tennessee and Mississippi State. He recently spoke with the national champion Florida State football team and acknowledged that many minority college athletes come from home environments that leave them “undeveloped” and without the skills needed to function successfully in life. Taking advantage of the resources available on college campuses and determining to be better than life’s circumstances are two lessons that Clarett tries to pass along to the people he mentors.

A story like Clarett’s is so much more powerful than the seemingly-empty warnings from adults on college campuses, many of whom look nothing like the students they are trying to influence and have no shared life experiences. By finding ways to tap into the stories of athletes, colleges can give their students a more impactful way of committing to success.

Athletes themselves can acquire necessary life skills from like-minded mentors.

Traditionally getting into college on an athletic scholarship has been a way that minorities have been able to break onto college campuses, particularly if they came from educational environments that simply did not offer the same resources as advantaged peers. I’d argue that getting these athletes to graduation day is simply not enough; a whole other realm of life skills is needed to ensure that they are successful long after their athletic playing days have passed. When the cheers die down and the attention turns to the more practical things in life, these student athletes need ground to stand on. Pairing them up with mentors, or at the very least bringing in former athletes to share their after-college success stories, is a great way to inspire greatness that lasts a lifetime.

Leadership. Teamwork. Hard work. Earning a “win.” Losing gracefully. All of these are lessons that college athletes know in the context of their respective sports. Translating that to life beyond college can be challenging but can be made much easier with the help of mentors that have a common understanding with the students they address. Schools should make this as much a priority as recruiting minority students to sports and academic programs. Colleges and universities have a responsibility to their students to prepare them for all aspects of life and proper mentorship can be a necessary building block in that process.

Focusing on recruiting more athlete mentors for minority students is a somewhat unconventional option, but it just might work.

How do you think colleges can best mentor minority students?