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SIIA Estimates $8.38 Billion US Market for PreK-12 Educational Software and Digital Content

March 4, 2015 Comments off

SIIA Estimates $8.38 Billion US Market for PreK-12 Educational Software and Digital Content
Source: Software & Information Industry Association

The Education Technology Industry Network (ETIN) of the Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industry, today released its “2014 U.S. Education Technology Industry Market: PreK-12 Report.” The report values the overall PreK-12 non-hardware education technology market at $8.38 billion, compared to last year’s valuation of $7.9 billion.

Data in the report was collected directly from 144 service providers and publishers to show a supply-side view of the market not available through traditional customer data collection techniques. This report contains longitudinal data from the three years of the study and shows key trends within the industry.

Revenues from Online Courses grew 320 percent with several significant companies reporting revenues in this category for the first time. Testing and Assessment ($2.5B) was the largest single category of any market segment.

+ Executive Summary (PDF)
Full report available for purchase.

New Guidance to Help Protect Student Privacy in Educational Sites and Apps

March 3, 2015 Comments off

New Guidance to Help Protect Student Privacy in Educational Sites and Apps
Source: U.S. Department of Education

When signing up for a new technology, digital service, or app, there’s a simple little check box near the end that most of us don’t give much thought. But for schools and districts, agreeing to a terms of service agreement could have big implications for student privacy.

Earlier today, the U.S. Department of Education released model terms of service guidance to help schools identify which online educational services and apps have strong privacy and data security policies to protect our students.

Some terms of service agreements are a tough read, even for lawyers, so the hope is that our new guidance will help school officials decide what’s right for their school and students.

Today’s guidance helps officials look for provisions that would allow the service or company to market to students or parents, provisions on how data is collected, used, shared, transferred, and destroyed, and it also guides schools on making sure they’re satisfying parental access requirements, as well as proper security controls.

Spending on public schools across Canada increases while student enrolment falls

February 27, 2015 Comments off

Spending on public schools across Canada increases while student enrolment falls
Source: Fraser Institute

Despite a steady decline in student enrolment, spending on public schools in Canada has skyrocketed, finds a new study released today by the Fraser Institute, an independent, non-partisan Canadian public policy think-tank.

The study, Education Spending in Canada: What’s Actually Happening?, examines changes in spending on public schools in Canada over the last decade.

For example, between 2001/02 and 2011/12, the most recent years for which data is available, spending in public schools across all provinces rose to $59.6 billion from $38.9 billion—a 53.1 per cent increase.

Yet despite these spending increases, during this 10-year period public school enrolment dropped in almost every province. Subsequently, on a per student basis, for that time period, spending on public schools increased 63.2 per cent, rising to $11,835 from $7,250.

Early High School Dropouts: What Are Their Characteristics?

February 20, 2015 Comments off

Early High School Dropouts: What Are Their Characteristics?
Source: National Center for Education Statistics

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the extent to which high school students drop out of school between the ninth and eleventh grade and how dropout rates vary by sex, race/ethnicity, and socioeconomic status. HSLS:09 is a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors.

The Food Safety Performance of Ground Beef Suppliers to the National School Lunch Program

February 18, 2015 Comments off

The Food Safety Performance of Ground Beef Suppliers to the National School Lunch Program
Source: USDA Economic Research Service

The food safety of meals served in the Nation’s schools is a great concern for many Americans, particularly those with children in school, and ground beef is a major school food item. This report examines the food safety performance of suppliers of ground beef to the National School Lunch Program (NSLP).

School Practices and Accountability for Students With Disabilities

February 17, 2015 Comments off

School Practices and Accountability for Students With Disabilities (PDF)
Source: U.S. Department of Education, Institute of Education Sciences

The purpose of the study is to provide policy-relevant information about the education of students with disabilities by examining their inclusion in school accountability systems, and the use of school practices that may relate to their educational outcomes, in both schools that are accountable and schools that are not accountable for the performance of the SWD subgroup. The hypothesis underlying the study is that school- level accountability for the SWD subgroup may lead schools to adopt different school and instructional practices with the goal of improving the educational outcomes for this student population. While this study does not assess the effectiveness of these practices, the de scription of differences in school practices may identify topics for further research.

This report presents descriptive findings focusing on school practices related to staffing, student support, instructional time, educational placements, teacher collaboration, and professional development in schools explicitly held accountable for the performance of the SWD subgroup (i.e., “SWD – accountable schools”) and schools that are not accountable for the performance of the SWD subgroup (i.e., “non- SWD – accountable sc hools”).

An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers

February 16, 2015 Comments off

An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers
Source: Educational Technology Research and Development

The purpose of the study is to investigate the popular assumption that the “digital natives” generation surpasses the previous “digital immigrants” generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers’ (n = 24) and their students’ (n = 1,060) inside–outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students’ inside–outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies.

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