States and districts are under mounting pressure from parents and policymakers to cut the number of tests students take, but also to make assessments more meaningful.
Matthew Henshaw of the Spokane, Wash., district says open resources are filling some curriculum gaps, but they are “not the answer for all our needs.”
A looser requirement for evidence-based strategies under the new federal education law, ESSA, gives emerging education companies opportunities for growth, predicts the University of Pennsylvania’s Barbara Kurshan.
Most ed-tech startups don’t have scientific data on outcomes yet, so teacher feedback should play a critical role when choosing products.
Analysts expect investors to seek out companies that help districts use big data, gain deeper understanding of school systems, and focus on special populations in 2016.
Teachers are unsatisfied with their professional development options, but they value training that is grounded in research, and tailored to meet specific classroom demands.
District leaders are adding accountability provisions in their contracts with vendors around student data privacy, interoperability, standards alignment, and “up time.”
What happens when two experienced entrepreneurs find themselves navigating the unfamiliar waters of the K-12 ed-tech marketplace.
“Personalization” has become the norm in districts trying to customize digital tools, instruction, and schedules to meet individual students’ needs. But K-12 leaders are also demanding customization in another area: professional development.
An ed-tech startup from Hawaii explores what it takes to innovate outside of a large, urban area without access to investors or vast numbers of students.