Digital Learning

This summer in Ohio has been oppressively hot and (for some reason) rainy. So for those who want to stay cool in the AC, or are looking for beach reading, here are several timely and insightful pieces that relate to education. Read on for our review of these reports and articles, and click on the links to access the entire article! -Angel Gonzalez

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Are Recent College Graduates Finding Good Jobs?

Aaron Churchill

We’ve seen the reports: the 22-year old, newly-minted college graduate—steeped in debt—who’s working at the corner coffee shop. But are these anecdotal reports worst case scenarios or are do they illustrate an emerging trend for college grads?  In a few charts, Richard Deitz from the Federal Reserve Bank of New York looks at what the U.S. Census Bureau and Labor Statistics data say about recent graduates and their employment. Deitz shows that while unemployment rates for recent grads are at a 25-year high, the unemployment rate of recent graduates (roughly 6 percent) remains lower than that of the general working-age population (8 percent).  Now, when it comes to underemployment, recent graduates are in dire straits, depending on their major. Nearly half (46 percent)...

Big Ideas Edition

With Mike beaching it in an undisclosed location, Dara and Daniela take on some big topics: If affirmative action were to end, how could colleges maintain diversity? Do teachers need convincing to use technology? All things considered, is college worth it? Amber charts a course to charter quality.

Amber's Research Minute

National Charter School Study 2013,” by Center for Research on Education Outcomes (Stanford, CA: Center for Research on Education Outcomes, June 2013).

GadflyAn Atlantic article by sociology professor Richard Greenwald examines Mayor Michael Bloomberg’s education legacy, concluding that while the Big Apple’s education sector has certainly seen progress (graduation rates have increased 39 percent since 2005, for example, and Bloomberg has made a concerted effort to rebuild the decrepit physical infrastructure), there have also been setbacks (e.g., problems with test administration). Instead, the author suggests that Bloomberg claim the mantle of “recycling mayor”—or perhaps “alternative-transportation mayor” instead.

A survey of 200 Idaho teachers found that most don’t need convincing to bring educational technology into the classroom—they just need training. Eighty-four percent said the pros of ed tech outweighed the cons and that they are currently using or planning to use ed tech in their classrooms. However, 80 percent either didn’t know of social-media technologies like Skype and Twitter or employ them rarely or never—and only 21 percent of those surveyed employ games, simulations, or virtual laboratories in their classrooms on a monthly basis.

After accepting the New York City teacher union’s endorsement, mayoral candidate Bill Thompson is carefully constructing his stance on education policy. Due...

Assessing the Educational Data MovementWhen it comes to using data for education policy and reform, two factions emerge: modern Luddites who fear the mechanization of schooling and tech-savvy number crunchers who tend to believe that data will solve all of education’s woes. This book by IT pro Philip Piety deftly weaves between the factions and offers a valuable read for teachers, administrators, and policymakers looking to work productively with educational data without becoming overwhelmed. Piety divides it into three sections. The first lays out the history of the educational-data “movement” and the current debate surrounding value-added measures and testing. The second discusses best practices in and applications of administrative infrastructures—which include data systems about teaching methods and students. For example, the U.S. Department of Education’s State Longitudinal Data Systems (SLDS) program created a powerful research tool and a nexus of information crucial to federal, state, and local policy goals. The third examines how data can be helpful to the “technical core”—that is, students, teachers, materials, and classrooms. Even more helpful, the author showcases how Teach For America and...

After a sandstorm of education bills swept through the last few weeks of the Lone Star State's eighty-third legislative session, the dust cleared to reveal the passage of five major education bills:

  1. HB 5 rolls back the number of required end-of-course exams from fifteen to five and creates two high school diploma tracks
  2. SB 2 expands the state’s charter school system, increasing the state cap on charter school contracts from 215 to 305 over the next six years
  3. HB 866 will allow students in grades 3–8 who score well in either the third or fifth grade to be excused from certain standardized tests (this one requires federal approval)
  4. HB 2836 limits the number of “benchmark” exams districts can administer in grades 3–8 and orders that the state’s curricular standards be studied by a mandated commission
  5. HB 1926 requires that all districts, beginning in middle school, offer students the option of taking online courses (setting the limit at three per student, per year) and opens the virtual-education market to nonprofits and private companies, to be authorized by the Texas Education Agency

The big battle that was won: As Greg Richmond of NACSA reports, SB 2 is...

Illinois Governor Pat Quinn signed legislation last week that places a one-year moratorium on new virtual charter schools outside Chicago and directs a state commission to study the effects and costs of virtual charters. These actions were clearly responses to suburban districts’ angst over the growing presence of K12 Inc. Relatedly, we’re sure that local bookstores favor blocking Amazon.com so that we might “better evaluate and understand” its impact. Is that next up?

Now in its fifth year, Menlo Park Academy in Cleveland—Ohio’s only charter school exclusively serving gifted children—is a haven for over 300 students, drawing K–8 youngsters from forty school districts in and beyond the Cleveland metro area. It's also the subject of a profile by award-winning journalist Ellen Belcher. To read more, visit the Ohio Gadfly Daily.

And now, from Nevada, a riddle about poor school-funding policy: What do you get when you add the third-largest fraction of English-language learner (ELL) students in the nation (a full fifth of Nevada’s 2010–11 student population) to a school-funding formula that doesn’t allot districts any extra state cash to educate said youngsters? Answer: Only 29 percent of the state’s ELL students in the graduating class...

Blended learning: It’s the talk of the town and perceived favorably, but it hasn’t found widespread use…yet. Fordham’s May 2013 publication Half Empty Half Full: Superintendents’ Views on Ohio’s Education Reform surveyed 344 of Ohio’s 614 district superintendents: 59 percent of superintendents thought that blended learning would lead to “fundamental improvement.” However, despite the vocal support for blended learning, few superintendents (a mere 5 percent) report that it has achieved “widespread” use in their school district. In fact, 31 percent of superintendents reported that blended learning was of “limited or no use” in their district.

Blended learning refers to an instructional model that mixes virtual education with traditional face-to-face instruction. The model can vary depending on what instructional model the teacher chooses to implement. (Heather Staker and Michael B. Horn, Classifying K-12 Blended Learning, identify four blended learning models.)  

Who are the most laggardly of the laggards in terms of using blended learning? It seems, as might be expected, that superintendents of rural districts are the most likely to report little to no use of blended learning. And, importantly, it’s not on account of attitudinal resistance to blended learning from these rural school leaders.

Chart 1 shows...

Blended learning: It’s the talk of the town and perceived favorably, but it hasn’t found widespread use…yet. Fordham’s May 2013 publication Half Empty Half Full: Superintendents’ Views on Ohio’s Education Reform surveyed 344 of Ohio’s 614 district superintendents: 59 percent of superintendents thought that blended learning would lead to “fundamental improvement.” However, despite the vocal support for blended learning, few superintendents (a mere 5 percent) report that it has achieved “widespread” use in their school district. In fact, 31 percent of superintendents reported that blended learning was of “limited or no use” in their district.

(Blended learning refers to an instructional model that mixes virtual education with traditional face-to-face instruction. The model can vary depending on what instructional model the teacher chooses to implement. Heather Staker and Michael B. Horn, Classifying K-12 Blended Learning, identify four blended learning models.)  

Who are the most laggardly of the laggards in terms of using blended learning? It seems, as might be expected, that superintendents of rural districts are the most likely to report little to no use of blended learning. And, importantly, it’s not on account of attitudinal resistance to blended learning from these rural school leaders.

Chart 1 shows...

GadflyThe D.C. charter board has rejected the application for the proposed One World Public Charter School, whose high-status organizers include a former Sidwell Friends principal—due in part to “multiple grammatical and spelling errors” in the application. The board also rejected six other applications while okaying just two: a Montessori elementary and an adult-education program, both of which had been turned down in previous years and came back with stronger applications. Hat tip to the D.C. charter board for showing us how quality authorizing is done.

The online-education provider Khan Academy—with a little help from a $2.2 million Helmsley grant—has announced a plan to develop online, Common Core–aligned math tools for teachers and students. Hat tip number two!

After a bit of competition from within the ranks, the always-controversial Karen Lewis has been reelected to lead the Chicago Teachers Union. You get the champagne, we’ll get the party hats, and CTU will break out the celebratory lawsuits.

On Monday, Education Secretary Arne Duncan announced that three more states—Alaska, Hawaii, and West Virginia—will be granted...

How Blended Learning Can Improve the Teaching ProfessionTaking a page from Public Impact’s "Opportunity Culture” playbook, this paper from Digital Learning Now! (the seventh in its “Smart Series”) argues that blended learning will help improve teacher satisfaction and reinvigorate the profession. Both are surely good things when one considers current teacher-satisfaction rates—which have dropped substantially over the past few years. The DLN/Public Impact team argues that blended learning allows for improved working conditions (with more opportunities for collaboration), more tailored professional development, more varied career advancement, and professional flexibility (including the ability to teach remotely). To be sure, the authors do not make a convincing case for heightened teacher satisfaction through all of their suggestions, such as why teachers would intrinsically support increased class sizes (in order to make the technology affordable). However, most recommendations make good educational sense. Profiles of schools (mostly charters) that have utilized blended learning to increase teacher effectiveness and streamline teacher workload speckle the text, reminding us that blended learning is about leveraging technology, not replacing...

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