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"content": "\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Schools Use Student Data to Find Signs of Trouble, Help Struggling Kids",
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"content": "\u003cfigure id=\"attachment_34972\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940.jpg\">\u003cimg class=\"size-large wp-image-34972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940-640x406.jpg\" alt=\"Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\" width=\"640\" height=\"406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sammy Mack\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Miami Carol City Senior High in Florida, a handful of teachers, administrators and coaches are gathered around a heavy wooden table in a conference room dubbed the \"War Room,\" looking through packets of information about several students.\u003c/p>\n\u003cp>There are others at the table, too: analysts from the group Talent Development Secondary, which monitors student data; City Year, a nonprofit that provides mentors; and Communities in Schools, which connects kids with health care and social services.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The point of all this isn't to collect data. It's to change what's happening for individual kids.\"\u003c/aside>\n\u003cp>It's a lot of cooks in the kitchen, but they're all here to help students who are just starting to show signs of trouble.\u003c/p>\n\u003cp>The process works like this: analyst Jennifer Savino gathers information on attendance, behavior and performance in math and English. Then, based on some \u003ca href=\"http://diplomasnow.org/research/\" target=\"_blank\">dropout risk studies\u003c/a> from Johns Hopkins University, she flags kids who are on a downward trend. Those names show up on PowerPoint slides at these weekly War Room meetings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today, there are three kids on the list. A projector beams one student's image on a screen, accompanied by a spreadsheet of his grades so far this year. His most recent report card shows a lot more D's and F's than in the first part of the year.\u003c/p>\n\u003cp>\"He came to me last week and he said, 'I'm hungry. I haven't had anything to eat all day,' \" says one teacher. \"I had a bag of chips and I gave them to him.\"\u003c/p>\n\u003cp>\"If that happens again ... we keep snacks in the office,\" offers another.\u003c/p>\n\u003cp>A third person points out something not everyone knows about this student: Turns out, he's spent more than a week this semester living in a car.\u003c/p>\n\u003cp>The team then discusses some potential options, like strategies for helping the student manage his time and putting him in touch with homeless services. A sports coach volunteers to coordinate everything.\u003c/p>\n\u003cp>This kind of interaction between different school departments didn't happen before.\u003c/p>\n\u003cp>\"If we don't get to the core of the problem, we can't teach them,\" says\u003cstrong> \u003c/strong>Tracy Troy, who teaches math and special education.\u003c/p>\n\u003cp>\u003cstrong>USING DATA TO CREATE EARLY WARNING SYSTEM\u003c/strong>\u003c/p>\n\u003cp>When these meetings were first introduced three years ago, Troy, who has been on staff at Carol City for 14 years, was apprehensive about getting involved with students' problems outside her classroom.\u003c/p>\n\u003cp>\"Not that I don't care, but I care too much,\" she says. \"And sometimes, it weighs on you. Because those are your children while you're here.\"\u003c/p>\n\u003cp>Now, she says, the War Room meetings help her help the kids.\u003c/p>\n\u003cfigure id=\"attachment_34978\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals.jpg\">\u003cimg class=\"size-medium wp-image-34978\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals-300x168.jpg\" alt=\"Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\u003c/figcaption>\u003c/figure>\n\u003cp>The program, called Diplomas Now, identifies 150 to 200 students a year at Carol City. It costs about $600 per student annually to run.\u003c/p>\n\u003cp>Last school year, one-third of students flagged for missing school got back on track to graduation. Two-thirds of the students who were having behavioral problems made a turnaround.\u003c/p>\n\u003cp>\"The point of all this isn't to collect data. It's to change what's happening for individual kids,\" says Paige Kowalski, a state policy director for the Data Quality Campaign, a group that advocates for better use of all that student information the states collect.\u003c/p>\n\u003cp>Kowalski says about 20 states have developed early warning systems like the one here at Carol City. Schools, she says, can learn a lot from the medical field, in particular.\u003c/p>\n\u003cp>\"[They] don't just put out reports saying, 'The hospital lost all these patients and saved these people,' \" she says. \"They actually look at it and say, 'What can we do better?' \"\u003c/p>\n\u003cp>\u003cstrong>FINDING KIDS WHO MIGHT GET MISSED\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, Mack Godbee, a soft-spoken Carol City High 10th-grader, was the subject of a War Room meeting. The first quarter of the school year, Godbee's report card was littered with D's and F's.\u003c/p>\n\u003cp>Today, it's report card time again, and Godbee is going over his most recent grades with his mentor, Natasha Santana-Viera. Now, there are more C's and B's, and he got an A in English.\u003c/p>\n\u003cp>Godbee says his life would be very different if he had not participated in the Diplomas Now program. \"No lie — I think I would have ended up dead,\" he says.\u003c/p>\n\u003cp>That's because\u003cstrong> \u003c/strong>he was spending a lot of time on the street. When his dad left home, he explains, he wanted to show his mom that they didn't need him. So Godbee started selling drugs. He was 6.\u003c/p>\n\u003cp>By the time he got to high school, Godbee says, he was affiliated with a gang. He skipped classes, didn't study and was angry all the time.\u003c/p>\n\u003cp>That might have been easy for teachers and administrators to miss. But earlier this school year, after looking at Godbee's data, Santana-Viera sat him down and asked, \"Are you OK?\"\u003c/p>\n\u003cp>\"I sat right there and thought about it. Like, am I \u003cem>really\u003c/em> OK?\" Godbee recalls.\u003c/p>\n\u003cp>And for the first time in his life, he said no.\u003c/p>\n\u003cp>Even with his improvements this year, Godbee doesn't want to be the person he is now. \"I want to be a different person. I want to be that kid that makes straight A's and B's on his report card,\" he says. \"Be in school every day on time. Be on that honor roll list. Go on field trips.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Godbee has a lot to work on, but according to the data, he's on an upward trend.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34972\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940.jpg\">\u003cimg class=\"size-large wp-image-34972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940-640x406.jpg\" alt=\"Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\" width=\"640\" height=\"406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sammy Mack\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Miami Carol City Senior High in Florida, a handful of teachers, administrators and coaches are gathered around a heavy wooden table in a conference room dubbed the \"War Room,\" looking through packets of information about several students.\u003c/p>\n\u003cp>There are others at the table, too: analysts from the group Talent Development Secondary, which monitors student data; City Year, a nonprofit that provides mentors; and Communities in Schools, which connects kids with health care and social services.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The point of all this isn't to collect data. It's to change what's happening for individual kids.\"\u003c/aside>\n\u003cp>It's a lot of cooks in the kitchen, but they're all here to help students who are just starting to show signs of trouble.\u003c/p>\n\u003cp>The process works like this: analyst Jennifer Savino gathers information on attendance, behavior and performance in math and English. Then, based on some \u003ca href=\"http://diplomasnow.org/research/\" target=\"_blank\">dropout risk studies\u003c/a> from Johns Hopkins University, she flags kids who are on a downward trend. Those names show up on PowerPoint slides at these weekly War Room meetings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today, there are three kids on the list. A projector beams one student's image on a screen, accompanied by a spreadsheet of his grades so far this year. His most recent report card shows a lot more D's and F's than in the first part of the year.\u003c/p>\n\u003cp>\"He came to me last week and he said, 'I'm hungry. I haven't had anything to eat all day,' \" says one teacher. \"I had a bag of chips and I gave them to him.\"\u003c/p>\n\u003cp>\"If that happens again ... we keep snacks in the office,\" offers another.\u003c/p>\n\u003cp>A third person points out something not everyone knows about this student: Turns out, he's spent more than a week this semester living in a car.\u003c/p>\n\u003cp>The team then discusses some potential options, like strategies for helping the student manage his time and putting him in touch with homeless services. A sports coach volunteers to coordinate everything.\u003c/p>\n\u003cp>This kind of interaction between different school departments didn't happen before.\u003c/p>\n\u003cp>\"If we don't get to the core of the problem, we can't teach them,\" says\u003cstrong> \u003c/strong>Tracy Troy, who teaches math and special education.\u003c/p>\n\u003cp>\u003cstrong>USING DATA TO CREATE EARLY WARNING SYSTEM\u003c/strong>\u003c/p>\n\u003cp>When these meetings were first introduced three years ago, Troy, who has been on staff at Carol City for 14 years, was apprehensive about getting involved with students' problems outside her classroom.\u003c/p>\n\u003cp>\"Not that I don't care, but I care too much,\" she says. \"And sometimes, it weighs on you. Because those are your children while you're here.\"\u003c/p>\n\u003cp>Now, she says, the War Room meetings help her help the kids.\u003c/p>\n\u003cfigure id=\"attachment_34978\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals.jpg\">\u003cimg class=\"size-medium wp-image-34978\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals-300x168.jpg\" alt=\"Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\u003c/figcaption>\u003c/figure>\n\u003cp>The program, called Diplomas Now, identifies 150 to 200 students a year at Carol City. It costs about $600 per student annually to run.\u003c/p>\n\u003cp>Last school year, one-third of students flagged for missing school got back on track to graduation. Two-thirds of the students who were having behavioral problems made a turnaround.\u003c/p>\n\u003cp>\"The point of all this isn't to collect data. It's to change what's happening for individual kids,\" says Paige Kowalski, a state policy director for the Data Quality Campaign, a group that advocates for better use of all that student information the states collect.\u003c/p>\n\u003cp>Kowalski says about 20 states have developed early warning systems like the one here at Carol City. Schools, she says, can learn a lot from the medical field, in particular.\u003c/p>\n\u003cp>\"[They] don't just put out reports saying, 'The hospital lost all these patients and saved these people,' \" she says. \"They actually look at it and say, 'What can we do better?' \"\u003c/p>\n\u003cp>\u003cstrong>FINDING KIDS WHO MIGHT GET MISSED\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, Mack Godbee, a soft-spoken Carol City High 10th-grader, was the subject of a War Room meeting. The first quarter of the school year, Godbee's report card was littered with D's and F's.\u003c/p>\n\u003cp>Today, it's report card time again, and Godbee is going over his most recent grades with his mentor, Natasha Santana-Viera. Now, there are more C's and B's, and he got an A in English.\u003c/p>\n\u003cp>Godbee says his life would be very different if he had not participated in the Diplomas Now program. \"No lie — I think I would have ended up dead,\" he says.\u003c/p>\n\u003cp>That's because\u003cstrong> \u003c/strong>he was spending a lot of time on the street. When his dad left home, he explains, he wanted to show his mom that they didn't need him. So Godbee started selling drugs. He was 6.\u003c/p>\n\u003cp>By the time he got to high school, Godbee says, he was affiliated with a gang. He skipped classes, didn't study and was angry all the time.\u003c/p>\n\u003cp>That might have been easy for teachers and administrators to miss. But earlier this school year, after looking at Godbee's data, Santana-Viera sat him down and asked, \"Are you OK?\"\u003c/p>\n\u003cp>\"I sat right there and thought about it. Like, am I \u003cem>really\u003c/em> OK?\" Godbee recalls.\u003c/p>\n\u003cp>And for the first time in his life, he said no.\u003c/p>\n\u003cp>Even with his improvements this year, Godbee doesn't want to be the person he is now. \"I want to be a different person. I want to be that kid that makes straight A's and B's on his report card,\" he says. \"Be in school every day on time. Be on that honor roll list. Go on field trips.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Godbee has a lot to work on, but according to the data, he's on an upward trend.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"98a35f76582178dba956a7eff401ab12\"]\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n",
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"excerpt": "Privacy concerns have put the breaks on many efforts to use \"big data\" in education. Why are people so skittish of education data when other kinds of digital information are readily accessible?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30415\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/116514605.jpg\" alt=\"116514605\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Is it good to tell a first-grader, ‘You might be a dropout?’”\u003c/p>\n\u003cp>The obvious answer would seem to be: Uh, no. But when Thomas C. West posed this question recently to \u003ca href=\"http://www.edweek.org/ew/articles/2013/07/29/37firstgrade.h32.html\">\u003cem>Education Week\u003c/em> reporter Sarah D. Sparks\u003c/a>, he had a genuine dilemma in mind. West, who is an evaluation specialist at Montgomery County Public Schools in Maryland, has devised a tracking formula that can predict, with startling accuracy, which students will drop out of high school—as early as their second semester of first grade.\u003c/p>\n\u003cp>The predictive factors themselves—behavior problems, frequent absences from school, reading skills that are below grade level—are not so surprising. What is significant about West’s formula is the larger trend it represents, and the practical and ethical issues raised by that trend. Thanks to widespread automation and digitization, we now have access to more information, gathered at ever-earlier stages, about individuals’ performance at school and at work. While once it took many months or even years to compile a track record that could support predictions about the future, today we can glean hints of how people are doing much sooner. Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/p>\n\u003cp>There is a danger, of course, that people who struggle early on will be written off too soon, before they’ve had a chance to prove themselves. But ignoring these super-early warning signs also carries risks. That’s because small initial differences have a way of snowballing into bigger ones over time. Here’s how one common scenario plays out:\u003c/p>\n\u003cp>Some third-grade students are reading a little less well than the rest of their classmates. The grade is important here, because third grade is the year that students move from learning to read—decoding words using their knowledge of the alphabet—to “reading to learn.” The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Kids who haven’t made the leap to fast, fluent reading begin at this moment to fall further behind.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/aside>\n\u003cp>Difficulties in third grade lead to the “fourth-grade slump,” as the reading-to-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, the less-adept readers begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract, and technical terms)—competencies that are themselves acquired through reading. Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that the struggling readers begin to lag in these subjects as well. What began as a small gap has widened into a chasm.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In operation here is what researchers call the “Matthew effect,” after the Bible verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically- (and professionally-) rich get even richer, and the poor get poorer, as minor differences in ability grow into major ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.\u003c/p>\n\u003cp>The availability of very early indicators of performance puts a whole new spin on the Matthew effect: teachers and employers can use these indicators to address trouble spots before the student or employee ever has a chance to fall seriously behind. This principle applies not only to intervening at early points, but also at subsequent “pivot points,” to borrow the phrase of Donald J. Hernandez, a professor of sociology at CUNY-Hunter College who has studied predictors of academic success and failure.\u003c/p>\n\u003cp>For students, these crucial junctures include the transition from elementary school to middle school and the one from middle school to high school, as well as the period covering senior year of high school and freshman year of college (and don’t forget the summer in between, which I wrote about \u003ca href=\"http://ideas.time.com/2013/05/24/the-summer-before-college-is-critical-to-success/\">here\u003c/a>). For workers, key pivot points are the first months of starting a new job, and of assuming new responsibilities following a promotion or reorganization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No, we shouldn’t tell first-graders—or older students, or employees—that they might be failures one day. But we also shouldn’t wait to help them avoid that fate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30415\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/116514605.jpg\" alt=\"116514605\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Is it good to tell a first-grader, ‘You might be a dropout?’”\u003c/p>\n\u003cp>The obvious answer would seem to be: Uh, no. But when Thomas C. West posed this question recently to \u003ca href=\"http://www.edweek.org/ew/articles/2013/07/29/37firstgrade.h32.html\">\u003cem>Education Week\u003c/em> reporter Sarah D. Sparks\u003c/a>, he had a genuine dilemma in mind. West, who is an evaluation specialist at Montgomery County Public Schools in Maryland, has devised a tracking formula that can predict, with startling accuracy, which students will drop out of high school—as early as their second semester of first grade.\u003c/p>\n\u003cp>The predictive factors themselves—behavior problems, frequent absences from school, reading skills that are below grade level—are not so surprising. What is significant about West’s formula is the larger trend it represents, and the practical and ethical issues raised by that trend. Thanks to widespread automation and digitization, we now have access to more information, gathered at ever-earlier stages, about individuals’ performance at school and at work. While once it took many months or even years to compile a track record that could support predictions about the future, today we can glean hints of how people are doing much sooner. Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/p>\n\u003cp>There is a danger, of course, that people who struggle early on will be written off too soon, before they’ve had a chance to prove themselves. But ignoring these super-early warning signs also carries risks. That’s because small initial differences have a way of snowballing into bigger ones over time. Here’s how one common scenario plays out:\u003c/p>\n\u003cp>Some third-grade students are reading a little less well than the rest of their classmates. The grade is important here, because third grade is the year that students move from learning to read—decoding words using their knowledge of the alphabet—to “reading to learn.” The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Kids who haven’t made the leap to fast, fluent reading begin at this moment to fall further behind.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/aside>\n\u003cp>Difficulties in third grade lead to the “fourth-grade slump,” as the reading-to-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, the less-adept readers begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract, and technical terms)—competencies that are themselves acquired through reading. Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that the struggling readers begin to lag in these subjects as well. What began as a small gap has widened into a chasm.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In operation here is what researchers call the “Matthew effect,” after the Bible verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically- (and professionally-) rich get even richer, and the poor get poorer, as minor differences in ability grow into major ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.\u003c/p>\n\u003cp>The availability of very early indicators of performance puts a whole new spin on the Matthew effect: teachers and employers can use these indicators to address trouble spots before the student or employee ever has a chance to fall seriously behind. This principle applies not only to intervening at early points, but also at subsequent “pivot points,” to borrow the phrase of Donald J. Hernandez, a professor of sociology at CUNY-Hunter College who has studied predictors of academic success and failure.\u003c/p>\n\u003cp>For students, these crucial junctures include the transition from elementary school to middle school and the one from middle school to high school, as well as the period covering senior year of high school and freshman year of college (and don’t forget the summer in between, which I wrote about \u003ca href=\"http://ideas.time.com/2013/05/24/the-summer-before-college-is-critical-to-success/\">here\u003c/a>). For workers, key pivot points are the first months of starting a new job, and of assuming new responsibilities following a promotion or reorganization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No, we shouldn’t tell first-graders—or older students, or employees—that they might be failures one day. But we also shouldn’t wait to help them avoid that fate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's a lot to unpack about learning analytics -- everything from how student data is captured to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">how it will be used\u003c/a>. For all of its promises -- and there are many, as evidenced below -- the two biggest areas of concern regarding using student data are around issues of privacy, as in who has access to student information and what are the possible negative ways that information could be used, and how student data might be used against educators. Privacy is addressed in this otherwise mostly positive infographic, created by \u003ca href=\"http://www.opencolleges.edu.au/informed/learning-analytics-infographic/\">Australia's informED\u003c/a>, which takes a crack at explaining all the different aspects. What else would you add to it?\u003c/p>\n\u003cp>\u003cimg src=\"http://newsroom.opencolleges.edu.au/wp-content/uploads/2012/08/LearningAnalytics-smaller.jpg\" alt=\"\" width=\"620\">\u003c/p>\n\u003cp>Learning Analytics: Leveraging Education Data – An infographic by the team at \u003ca href=\"http://www.opencolleges.edu.au\">Open Colleges\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. 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A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18670\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/sadiediane/4249187463/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4249187463_1420dfc2f4.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">In the information age, data will follow us from the time we first walk into kindergarten to well past retirement. As data is used to guide us in making all kinds of decisions, from what we consume to what health plan we follow, it's also becoming a powerful tool in education.\u003c/p>\n\u003cp>As more schools and colleges use algorithms to determine a student's path, the Amazon- and Netflix-style practice of data mining will soon be the norm in how schools and students operate.\u003c/p>\n\u003cp>But that might not be such a bad thing. Just as the two online behemoths -- Amazon and Netflix -- are able to use software to predict books, music, and movies you might like based on your past preferences, schools are using data to place students not only in their appropriate learning level, but even to recommend what subject to major in.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"What we’ve seen in the consumer and healthcare world that's made such a huge impact is what happens when you get data to the front lines.\"\u003c/span>\u003c/aside>\n\u003cp>In K-12 education, it's happening in classrooms and computer labs in both rich and blue-collar schools. In Covington Elementary, for example, the affluent Silicon Valley community where each fifth-grade student has a laptop and is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">learning math using Khan Academy videos and quizzes\u003c/a>, teachers can track each student's progress in real time on their iPads. When a student is stuck in one subject area, teachers can help the student one-on-one.\u003c/p>\n\u003cp>Likewise, at Rocketship's Los Suenos Elementary school in a working class neighborhood in San Jose, teacher Alana Mednick can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">track her students' progress\u003c/a> based on how they score on their online computer games in their Learning Lab. And these examples are hardly rare these days.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the college level, student data is being used for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/netflix-style-recommendations-for-college-classes/\">recommending courses\u003c/a> to picking majors. Austin Peay State University in Clarksville, Tenn., rolled out a program last year \u003c!--more-->that uses data based on students' majors, class history, grades, and similar student performance to help students decide on courses. (Students also still get advice from guidance counselors.) And \u003ca href=\"http://chronicle.com/article/The-Netflix-Effect-When/127059/\">according to the university's provost\u003c/a>, students who took the software-recommended classes received a half-point higher GPA than those who didn't.\u003c/p>\n\u003cp>This spring, Austin Peay will\u003ca href=\"http://chronicle.com/article/A-Moneyball-Approach-to/130062/\"> take the experiment on a larger scale\u003c/a> and use the computer algorithm to recommend a major for students who are undecided and for those who might choose one that's not \"right\" for them.\u003c/p>\n\u003cp>But even before students apply to college, a company called \u003cstrong>\u003ca href=\"http://parchment.com/\">Parchment \u003c/a>\u003c/strong>will help them figure out which schools they'll have the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">best chance to get accepted to\u003c/a>. Parchment uses vast amounts of users’ data — GPA, SAT scores, extracurricular activities and so on — to assess whether former applicants with similar profiles gained admission into certain schools. Parchment also says it can help point students towards schools that match their profiles, helping them find schools that are a good fit.\u003c/p>\n\u003cp>Getting that granular level of information to help guide decisions can help students bypass mistakes -- but what happens then to serendipity, to the path that follows curiosity and experimentation what educators called \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">passion-based learning\"\u003c/a> that's the antithesis to the data-driven definition of achievement and success?\u003c/p>\n\u003cp>That's exactly what data can actually be used for, says \u003ca href=\"http://markmilliron.com/\">Mark Milliron\u003c/a>, chancellor of \u003ca href=\"http://texas.wgu.edu/\">Western Governor University Texas\u003c/a>, a nonprofit online university, said at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest\u003c/a> last month.\u003c/p>\n\u003cp>Capturing data has turned into an expensive and convoluted proposition, he said. Schools, whether they're K-12 or higher ed, will collect data, then share that information with certain faculty but not others (the latter of whom are then upset they weren't included), then bring in administrators who are uncomfortable with the data they've seen and want to \"make sure it's clean,\" at which point they hire auditors, then compare the numbers to other institutions to see how they rate against them. The auditors will make recommendations, like buying more software, which requires hiring consultants, sending out requests for proposals, then implementing the software.\u003c/p>\n\u003cp>\"So what happened to the kids?\" Milliron said.\u003c/p>\n\u003cp>If Amazon's high-powered data engines can take just one split second to process data about a person that will allow them to make a good decision, why can't that same power be applied towards education? he asked.\u003c/p>\n\u003cp>\"What we’ve seen in the consumer world and healthcare world that's made such a huge impact is what happens when you get data to the front lines,\" he said.\u003c/p>\n\u003cp>To that end, new initiatives are being launched in different colleges to help students. A program called \u003ca href=\"http://www.purdue.edu/newsroom/general/2010/101011CampbellCourseSigna.html\">Course Signals\u003c/a> at Purdue warns students who are at risk of poor grades and \"facilitates intervention and support\" that can help improve student grades by an average of one letter, according to the school.\u003c/p>\n\u003cfigure id=\"attachment_18661\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/marc_smith/6163555183/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6163555183_882602b029-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's \u003ca href=\"http://www.purdue.edu/newsroom/general/2010/101011CampbellCourseSigna.html\">how it works\u003c/a>: The program uses information already available about each student to determine whether he or she is \"at risk of failing or withdrawing from a course as early as the second week of the semester or quarter. Based on the data, the solution displays a red, yellow or green signal to students and faculty, indicating a students status in a course in real time. A red light indicates a high likelihood of failing; yellow indicates a potential problem of succeeding; and green signals a high likelihood of succeeding.\" Students receive an email with the progress report, along with suggested resources and recommendations from faculty on what to do next.\u003c/p>\n\u003cp>At WGU Texas, where Milliron is chancellor, the non-traditional online learning institution uses the same conceit for students, allowing them to create what he calls their own \"learning journeys.\" Though the school is technically based in Texas, only 1,600 of its 25,000 students are \u003ca href=\"http://www.texastribune.org/texas-education/higher-education/mark-milliron-tt-interview/\">located in the state\u003c/a>. What also makes this school different from others is that it's \"competency-based advancement,\" which means students don't have to take classes in subjects they're already proficient in and progress at exactly their own level.\u003c/p>\n\u003cp>\"The average student at WGU finishes in about 30 months as opposed to 60 months. So, they can get through in about half the time because many of them already have significant experience in their field and they can test out on competencies,\" Milliron said in \u003ca href=\"http://www.texastribune.org/texas-education/higher-education/mark-milliron-tt-interview/\">a recent Texas Tribune article\u003c/a>. \"They’d have to sit through classes that they could be teaching, which is often the challenge with adult learners.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\"> \u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18670\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/sadiediane/4249187463/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4249187463_1420dfc2f4.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4249187463_1420dfc2f4-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">In the information age, data will follow us from the time we first walk into kindergarten to well past retirement. As data is used to guide us in making all kinds of decisions, from what we consume to what health plan we follow, it's also becoming a powerful tool in education.\u003c/p>\n\u003cp>As more schools and colleges use algorithms to determine a student's path, the Amazon- and Netflix-style practice of data mining will soon be the norm in how schools and students operate.\u003c/p>\n\u003cp>But that might not be such a bad thing. Just as the two online behemoths -- Amazon and Netflix -- are able to use software to predict books, music, and movies you might like based on your past preferences, schools are using data to place students not only in their appropriate learning level, but even to recommend what subject to major in.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"What we’ve seen in the consumer and healthcare world that's made such a huge impact is what happens when you get data to the front lines.\"\u003c/span>\u003c/aside>\n\u003cp>In K-12 education, it's happening in classrooms and computer labs in both rich and blue-collar schools. In Covington Elementary, for example, the affluent Silicon Valley community where each fifth-grade student has a laptop and is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">learning math using Khan Academy videos and quizzes\u003c/a>, teachers can track each student's progress in real time on their iPads. When a student is stuck in one subject area, teachers can help the student one-on-one.\u003c/p>\n\u003cp>Likewise, at Rocketship's Los Suenos Elementary school in a working class neighborhood in San Jose, teacher Alana Mednick can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">track her students' progress\u003c/a> based on how they score on their online computer games in their Learning Lab. And these examples are hardly rare these days.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the college level, student data is being used for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/netflix-style-recommendations-for-college-classes/\">recommending courses\u003c/a> to picking majors. Austin Peay State University in Clarksville, Tenn., rolled out a program last year \u003c!--more-->that uses data based on students' majors, class history, grades, and similar student performance to help students decide on courses. (Students also still get advice from guidance counselors.) And \u003ca href=\"http://chronicle.com/article/The-Netflix-Effect-When/127059/\">according to the university's provost\u003c/a>, students who took the software-recommended classes received a half-point higher GPA than those who didn't.\u003c/p>\n\u003cp>This spring, Austin Peay will\u003ca href=\"http://chronicle.com/article/A-Moneyball-Approach-to/130062/\"> take the experiment on a larger scale\u003c/a> and use the computer algorithm to recommend a major for students who are undecided and for those who might choose one that's not \"right\" for them.\u003c/p>\n\u003cp>But even before students apply to college, a company called \u003cstrong>\u003ca href=\"http://parchment.com/\">Parchment \u003c/a>\u003c/strong>will help them figure out which schools they'll have the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">best chance to get accepted to\u003c/a>. Parchment uses vast amounts of users’ data — GPA, SAT scores, extracurricular activities and so on — to assess whether former applicants with similar profiles gained admission into certain schools. Parchment also says it can help point students towards schools that match their profiles, helping them find schools that are a good fit.\u003c/p>\n\u003cp>Getting that granular level of information to help guide decisions can help students bypass mistakes -- but what happens then to serendipity, to the path that follows curiosity and experimentation what educators called \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">passion-based learning\"\u003c/a> that's the antithesis to the data-driven definition of achievement and success?\u003c/p>\n\u003cp>That's exactly what data can actually be used for, says \u003ca href=\"http://markmilliron.com/\">Mark Milliron\u003c/a>, chancellor of \u003ca href=\"http://texas.wgu.edu/\">Western Governor University Texas\u003c/a>, a nonprofit online university, said at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest\u003c/a> last month.\u003c/p>\n\u003cp>Capturing data has turned into an expensive and convoluted proposition, he said. Schools, whether they're K-12 or higher ed, will collect data, then share that information with certain faculty but not others (the latter of whom are then upset they weren't included), then bring in administrators who are uncomfortable with the data they've seen and want to \"make sure it's clean,\" at which point they hire auditors, then compare the numbers to other institutions to see how they rate against them. The auditors will make recommendations, like buying more software, which requires hiring consultants, sending out requests for proposals, then implementing the software.\u003c/p>\n\u003cp>\"So what happened to the kids?\" Milliron said.\u003c/p>\n\u003cp>If Amazon's high-powered data engines can take just one split second to process data about a person that will allow them to make a good decision, why can't that same power be applied towards education? he asked.\u003c/p>\n\u003cp>\"What we’ve seen in the consumer world and healthcare world that's made such a huge impact is what happens when you get data to the front lines,\" he said.\u003c/p>\n\u003cp>To that end, new initiatives are being launched in different colleges to help students. A program called \u003ca href=\"http://www.purdue.edu/newsroom/general/2010/101011CampbellCourseSigna.html\">Course Signals\u003c/a> at Purdue warns students who are at risk of poor grades and \"facilitates intervention and support\" that can help improve student grades by an average of one letter, according to the school.\u003c/p>\n\u003cfigure id=\"attachment_18661\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/marc_smith/6163555183/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6163555183_882602b029-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's \u003ca href=\"http://www.purdue.edu/newsroom/general/2010/101011CampbellCourseSigna.html\">how it works\u003c/a>: The program uses information already available about each student to determine whether he or she is \"at risk of failing or withdrawing from a course as early as the second week of the semester or quarter. Based on the data, the solution displays a red, yellow or green signal to students and faculty, indicating a students status in a course in real time. A red light indicates a high likelihood of failing; yellow indicates a potential problem of succeeding; and green signals a high likelihood of succeeding.\" Students receive an email with the progress report, along with suggested resources and recommendations from faculty on what to do next.\u003c/p>\n\u003cp>At WGU Texas, where Milliron is chancellor, the non-traditional online learning institution uses the same conceit for students, allowing them to create what he calls their own \"learning journeys.\" Though the school is technically based in Texas, only 1,600 of its 25,000 students are \u003ca href=\"http://www.texastribune.org/texas-education/higher-education/mark-milliron-tt-interview/\">located in the state\u003c/a>. What also makes this school different from others is that it's \"competency-based advancement,\" which means students don't have to take classes in subjects they're already proficient in and progress at exactly their own level.\u003c/p>\n\u003cp>\"The average student at WGU finishes in about 30 months as opposed to 60 months. So, they can get through in about half the time because many of them already have significant experience in their field and they can test out on competencies,\" Milliron said in \u003ca href=\"http://www.texastribune.org/texas-education/higher-education/mark-milliron-tt-interview/\">a recent Texas Tribune article\u003c/a>. \"They’d have to sit through classes that they could be teaching, which is often the challenge with adult learners.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.learningdslrvideo.com/\">\u003cimg class=\"size-full wp-image-13900\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5099605109_bd04b3c786_m.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\u003c/p>\n\u003cp>Schools have long dealt with data, tracking students' personal information, grades, courses, attendance and the like. But for the most part, these records have been scattered across filing systems -- electronic and otherwise. Although most states have implemented some sort of system by which to collect and monitor students' data, these often remain disconnected. Many databases are not online, and when they are, data often isn't transmissible because of different databases and file systems.\u003c/p>\n\u003cp>Efforts are underway to help standardize student data, and this week, two new developments occurred in this vein.\u003c/p>\n\u003cp>As \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/common_data_initiative_propose.html\">EdWeek's Sarah Sparks\u003c/a> reports, the Common Education Data Standards Initiative released the \u003ca href=\"http://nces.ed.gov/programs/ceds/version2/data_elements.asp\">first draft\u003c/a> of the second stage of its core data definitions.\u003c/p>\n\u003cp>The initiative has been working on these standards for \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2010/09/hot_tip_for_data_watchers.html\">almost a year\u003c/a> now, trying to devise standards so that a student's school-related information can move with him. As it stands, even within districts, it's been difficult to transfer students' data throughout their academic career. This new development makes it easier to track the data, whether it's a matter of moving from grade school through high school or from high school to college, or moving from one school to another, in the same or different city or district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It will be done by creating a common framework for the fields of information schools track. Some are obvious: name, address, city, zip. But they get increasingly complex: teacher base salary, student race/ethnicity, grade level (\"junior\" versus \"grade 11\" for example), course name, \u003ca href=\"http://www.corestandards.org/\">Common Core Standard\u003c/a> alignment, to name just a few examples. \u003c!--more-->\u003c/p>\n\u003cp>\"We're very interested in expanding the common language for states to be able to talk to each other and do research together on how to improve student performance, program effectiveness and things like that,\" says Gary West, the strategic initiatives director for information systems at the Council of Chief State School Officers in the EdWeek article. The group is one of the partners in the data initiative. West reports that, so far, 30 states have started to include these standardized definitions as part of their own student data systems.\u003c/p>\n\u003cp>And that's actually what qualifies it as a \"standard\" -- how widespread the adoption is. Even if one group or another proposes a standard, if it isn't implemented widely, then it's not as relevant. And interestingly, the same week that the Common Education Data Standards Initiative released its proposals, another group has thrown its version into the ring. It's the Michael and Susan Dell Foundation, which is proposing an \u003ca href=\"http://www.ed-fi.org/\">Ed-Fi data standard\u003c/a>. It too seeks to make the transfer of information between systems possible. What sets it apart from other standards, according to \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/dell_foundation_launches_tool.html\">EdWeek\u003c/a> is that it is the \"only free large-scale data standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both of these initiatives are asking for public input and have comment periods that run through the end of next month. While the question of \"what is standard\" still remains unanswered, students and schools need better data portability and standardization so that what we do know about students, teachers, and schools isn't trapped in one particular database or system and so that students can carry their data, much like their portfolio of work, throughout their academic careers and into their professional ones.\u003c/p>\n\n",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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