Education companies should be arming themselves with information about how funding changes prompted by ESSA will impact their business.
What happens when schools realize that much of the digital content they’re paying for has been underutilized—or untouched—in classrooms?
Experts see the potential for states to fashion daring new testing models in a variety of areas, including science, arts, and competency-, performance-, and portfolio-based assessments.
The sweeping new federal education law calls for ongoing, personalized, and collaborative professional development options, which will put pressure on districts, and K-12 providers.
U.S. Department of Education officials are putting forward specific plans to test the idea of luring financial investors into public education with the prospect of financial returns.
A pair of state officials talk about how the federal Go Open campaign has changed what they’re demanding from content providers.
District and company officials who know what to look for in state and federal funding programs can find unused money for ed tech and other priorities.
Ongoing hearings, part of the “negotiated rulemaking” process for the federal Every Student Succeeds Acts, are touching on computer-adaptive and English-language testing. Stay tuned for more updates on this process in the months ahead.
When Utah decided to provide more funds for technology in schools, the state first commissioned an inventory of every district’s ed-tech status, and anticipated 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.