The Country’s Most Ambitious Digital Learning Project

While it’s easy to think of the consortia as “building tests,” the more apt description is that they are attempting to re-invent, with heavy use of technology, the entire process of assessment.

Can Khan Move the Bell Curve to the Right?

Math instruction goes viral

Math instruction goes viral

For Digital Learning, the Devil’s in the Details

State planning is key to progress

State planning is key to progress

Hewlett Assessment Competition Comes at Critical Time

The political incentives to create high-quality assessments aren’t particularly strong, so having philanthropists invest dollars to create these assessments and continue to push innovation is critical.

Understanding the Economics of Online Learning

The Costs of Online Learning, the latest in Fordham’s digital learning policy series, tackles the tricky question of per-pupil spending. And while the paper cannot offer definitive answers for policymakers and school leaders, it does provide a helpful primer on the overall economics of online and blended learning.

California Initiative Brings Breath of Fresh Air

It’s an embarrassment that California, the state that led the technology revolution in America, is, according to Digital Learning Now, last in the nation in using technology to transform its education system from its current factory-model roots into a student-centric one.

In Praise of Performance Pay—for Online Learning Companies

Whether you consider yeserday’s New York Times article on K12.com a “hit piece” (Tom Vander Ark) or a “blockbuster” (Dana Goldstein), there’s little doubt that it will have a long-term impact on the debate around digital learning. So how can we go about drafting policies that will push digital learning in the direction of quality?

What We’re Watching: A Day in the Life of the National Online Teacher of the Year

Kristin Kipp teaches 11th and 12th grade English virtually from her home in Colorado.

By Education Next    Teachers and Teaching, Technology, Video  

Why Stanford Online High School Matters (and two ways it could matter more)

Sunday’s New York Times story broke the news that Stanford University, one of the world’s most prestigious research institutions, is putting its brand squarely behind a full-time, degree-granting online high school program. It’s just one more reason to set aside the silly debate about whether online education can possibly be effective for high school students.

The Nation’s Online Learning Omission

The Nation’s recent online learning expose, How Online Learning Companies Bought America’s Schools, in its zeal to connect various dots into a narrative of a corporate public education takeover, makes critical errors. It falsely equates K-12 online learning with privatization, leading to an incomplete and flawed political analysis. More importantly though, the article makes a credibility-killing factual omission.

Like Peanut Butter and Chocolate, Digital Learning and Excellent Teachers Go Well Together

Rather than seeing a painful (and politically volatile) trade-off between technology and teachers, we propose that digital education needs excellent teachers and that a first-rate teaching profession needs digital education.

Review of New Fordham Digital Learning Papers

Teachers in the Age of Digital Instruction and School Finance in the Digital-Learning Era, two new working papers in the Fordham Institute’s series on digital learning, are welcome additions to the often narrow debates around online learning.

Giving Every Student a Digital Learning Experience

By requiring students to take at least two credits online to graduate, Idaho is arming its kids with the knowledge and skills they will need to thrive in our increasingly digital world.

Colorado’s Crummy Policies Lead to Crummy Virtual Schools

An investigation of Colorado’s full-time virtual schools has revealed some dubious results and practices, which led the state’s Senate President to call for an emergency audit of all of Colorado’s virtual schools. But the state shouldn’t be shocked by the report. As the truism goes, you get what you pay for.

Educators Answer Questions About the Flipped Classroom

I’ve received a number of questions and comments on my recent article, The Flipped Classroom. Most gratifying have been the rich exchanges in comment threads and on twitter, primarily from educators explaining their experiences, challenges, and discoveries from “flipping” their classrooms.

Jeb Bush, Melinda Gates, Sal Khan and the Coming Digital Learning Battle

The debate between blended and online learning will continue. Too much politically is at stake for it to be otherwise.

Laura Johnson’s Unhappy Online Learning Journey

If we are going to offer students new options — and we should — policymakers must first do whatever they can to mitigate the risks borne by students.

The Flipped Classroom

Online instruction at home frees class time for learning

Online instruction at home frees class time for learning

How Digital Learning Can (and Must) Help Excellent Teachers Reach More Children

In the digital future, teacher effectiveness may matter even more than it does today.

Cramming Computers: It’s Still the Same Old Story

People should not take from the New York Times article that technology will not be a significant part of the answer for the struggles of the country’s education system. It will likely be the very platform for it.

Florida Reformers Got It Right

Hybrid schoolers reap the benefits

Hybrid schoolers reap the benefits

A Nuanced Look at Blended Learning

This is the type of story that helps us understand what a different notion of school, made possible in part by technology, looks like — warts and all.

Getting At-Risk Teens to Graduation

Blended learning offers a second chance

Blended learning offers a second chance

Photos: Additional images of Performance Learning Centers (PLCs) in Hampton and Richmond, Virginia.

All A-Twitter about Education

Improving our schools in 140 characters or less

Improving our schools in 140 characters or less

School of One: Thoughts on Expansion (Part II)

With national media attention, promising — though very preliminary — initial results, and strong public/private support, School of One, though just a few years old, is already being hailed as a national model to expand. But, before talking expansion, we should really understand the actual program model.

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The Hoover Institution at Stanford University - Ideas Defining a Free Society

Harvard Kennedy School Program on Educational Policy and Governance

Thomas Fordham Institute - Advancing Educational Excellence and Education Reform

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The Hoover Institution at Stanford University - Ideas Defining a Free Society

Harvard Kennedy School Program on Educational Policy and Governance

Thomas Fordham Institute - Advancing Educational Excellence and Education Reform

Sponsors