Female ed-tech leaders appear to face more limited access to top positions and higher pay than their male counterparts. Those findings come from original research conducted by Education Week and the Consortium for School Networking, or CoSN, a Washington-based professional association for school technology officials.
It isour responsibility to support and affirm the young people around us.
It isour responsibility to work for liberty and justice for all.
It isour responsibility to demand that all our children have in their own neighborhoods access to quality, public education that respects their humanity, challenges their intellect, and develops their character.
QuestBridge, which has quietly become one of the biggest players in elite-college admissions. Almost 300 undergraduates at Stanford this year, or 4 percent of the student body, came through QuestBridge. The share at Amherst is 11 percent, and it’s 9 percent at Pomona. At Yale, the admissions office has changed its application to make it more like QuestBridge’s.
Founded by a married couple in Northern California — she an entrepreneur, he a doctor-turned-medical-investor — QuestBridge has figured out how to convince thousands of high-achieving, low-income students that they really can attend a top college. “It’s like a national admissions office,” said Catharine Bond Hill, the president of Vassar.
“The reality is that there is no replacement for external, impartial, evaluative achievement data. In fact, the very reason we talk so much about the “achievement gap” today, and the reason that we are so focused on how best to close that gap—through a combination of educational and social services—is because of the hard facts that our current crop of state standardized tests has provided.”—The importance of testing and the power of hard facts
“When an excellent principal is hired at a high-poverty school, time for teacher training and collaboration increases, student test scores rise by 5 to 10 points annually, and ineffective teachers begin to leave—yes, even under today’s often overly restrictive tenure policies. When a good principal departs, the progress unwinds and student achievement drops. In short, principals have a unique power to multiply the effects of good teaching and help close achievement gaps.”—The Most Important Figure in School Reform We Never Talk About
Any time that technological tools are purchased for students, the clock of depreciation immediately begins ticking. The National Bureau of Economic Research estimates that a device loses roughly half of its remaining value with each additional year of use. For schools then, at a minimum, all student devices will need to be replaced within five-to seven years from purchase. This dynamic immediately creates an issue of both fiscal sustainability and purchasing creativity. Schools must get the greatest return for every dollar- not only in the purchase of machines, but also to provide adequate professional development, relevant applications and comprehensive support.