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STEM for Early Learners

In a now familiar Obama administration pattern, a White House Early STEM Symposium brought together leaders from the public and private sectors who have committed to promoting active STEM learning for the country's youngest children. The Summit, presented in partnership with the Departments of Education and Health and Human Services and Invest in US, highlighted new steps being taken by the Obama Administration, including the development of new research grants, to improve early elementary science outcomes. Read More »

Assessing Soft Skills

It appears that the educational research community is concerned about growing interest on the part of schools in measuring soft skills like “grit” or a “growth mindset.” They’re not the only ones. It’s been disconcerting to watch school systems begin to consider adding measures of these soft skills to their accountability systems. At a time when everyone seems to agree that there is too much testing going, why would schools want to add still more assessments? As I read the research it’s not totally clear to me that we have solid evidence that some of the more recently embraced soft skills can be taught effectively. I know for sure we don’t have the instruments in place to measure them effectively. Read More »

Science Fair and STEM Literacy

The President hosted the 2016 Science Fair at the White House this Wednesday. This year marked the sixth and final year of the President hosting some of the nation's brightest and most inquisitive young minds. More than 130 students from more than 30 states, as well as student alumni from each of the prior five White House Science Fairs participated. Each of these students had been competitors and winners from a broad range of science, technology, engineering, and math (STEM) competitions across the country. Following the Science Fair, White House Senior Advisor Valerie Jarrett moderated a panel discussion with students from each of the previous White House Science Fairs. The poise and intelligence of these young people is truly inspiring. Their advice: Start early and try science—you just might like it; don't stop with an idea, work on implementing it; and do what you love. Read More »

It's Testing Season

The nation's schools are in the midst of their 2015-16 assessment cycle, which began in March is some states and will extend through early June. On the whole, it seems a lot calmer than last year when a generalized feeling of anxiety about the consequences of the first required administration of Common Core summative assessments (then largely delivered by PARCC and SBAC) reached a fever pitch. That's not to say everyone is happy. Some parents continue to opt their children out of testing and several teachers' groups continue to lobby against "too much testing." Read More »

Horizon Report: 2016 Higher Education Edition

I don't write about higher education very much. It's not an area where I have a lot of experience and as a market, higher ed is very different from K-12. But as I read through the higher ed edition of the New Media Consortium's Horizon Report 2016, I was struck by the number of similarities. NMC identifies six barriers that are impeding technology adoption. As it does in its K-12 edition, NMC categorizes these barriers as solvable, difficult and wicked hard.
One of the solvable barriers is digital literacy. The report indicates that weak digital literacy skills are a problem that reaches well beyond higher ed. It's the familiar problem of students who may have grown up surrounded by technology, but are not necessarily very good at using it effectively. Students may excel when using digital products in familiar and predictable ways, but be unable to apply those skills to unfamiliar tasks or use them to solve more challenging problems than creating a play list or taking a selfie. The report's authors see this barrier as solvable since there are a lot of efforts going on to address the problem, many of which seem promising. Read More »

SEA Capacity, Infrastructure Spending

I've been trying to catch up on the news this past week or so and must admit a lot of stories have me thinking "What did you expect?" Education Week and other outlets have been reporting on State Education Agencies (SEAs). When Congress crafted the Every Student Succeeds Act (ESSA), its intent was to return control over many education policies and decisions to the states and local districts. While the district and individual schools know best what students need, the resources available to meet those needs and the barriers that might exist to more innovative and flexible solutions, local control is not always the most efficient way to get things done. If districts act in isolation, there are a lot of people working to recreate the same wheel. SEAs play an important role in fostering collaboration, coordinating efforts and disseminating promising practices. But most SEAs are stretched just trying to maintain their current level of effort. They have limited capacity to take on new roles and responsibilities. Read More »

Evidence-based Programs in ESSA

Last week I briefly described the transition from current education policy to full implementation of the Every Student Succeeds Act (ESSA), especially in Title I. There is another area of ESSA that is of particular interest to instructional materials provider. While the Department of Education has been talking about evidence since the passage of No Child Left Behind, this is the first time that the legislation has incorporated a definition of evidence. NCLB was peppered with references to "scientifically-based research," calling on schools to adopt instructional materials and programs based on rigorous research that proves their effectiveness. NCLB was signed into law early in 2012, the same year that Grover "Russ" Whitehurst was appointed director of the Institute of Education Sciences and that the What Works Clearinghouse (WWC) was established. WWC was created to promote informed education decision making by serving as a central and neutral source of scientific evidence about "what works" in education. Read More »

ESSA Transition, Making

The Department of Education has issued an updated FAQ about transitioning to ESSA. For the 2016-17 school year, non-competitive grant programs will be funded and operate under the rules in place before ESSA was adopted. The Department will make FY2016 formula grant awards for the 2016-2017 school year in the same manner and using the same allocation formulas it did with FY 2015 formula grant funds. That means your Title I customers, along with ELL and the smaller formula-based programs should receive the same amount of funding they received in the previous school year (depending on the overall FY 20167 appropriation) and the programs should operate normally. The same is true for special education which operates under its own authorizing legislation, the Individuals with Disabilities Education Act. Read More »

#GoOpen

The Department of Education has signed up 14 states and 40 school districts to support and implement elements of its #GoOpen initiative. You may remember that when the initiative was first announced back in October, only 10 districts had signed on to the basic challenge of replacing at least one textbook with openly licensed educational resources within the next year. Six districts already involved in using OER were named Ambassador Districts, committed to helping other school districts move to openly licensed materials. This latest announcements saw three districts added to the list of Ambassador Districts, with 21 new districts signing on to #GoOpen. Essentially districts commit to creating a team to plan implementation strategies, replacing at least one textbook with openly-licensed educational materials in the next year, and documenting and sharing their implementation process. Read More »

Broadening Procurement, ESSA Hearings

There was a really good article in eSchool News last week about the tensions between centralized purchasing versus one that puts power in the hands of principals and teachers. We've all seen the numbers coming out of recent work around procurement and the technology purchasing process. Digital Promise's work on procurement indicates that teachers and principals are only moderately involved. While district officials say they want teacher input for purchasing decisions, just 28% of superintendents agree with giving greater authority to individual schools and educators. Some of this is understandable. Central purchasing helps maintain a limited set of standards that the district must support and for which it should be providing PD. It can save districts money as volume purchasing equates to larger discounts or more "free" support. And it's the central office staff that has to answer to the School Board and to parents when an initiative goes badly off the tracks. Read More »