Showing 178 posts tagged stats
Stanford’s early adoption of online learning has given the university a head start not only with the classes per se but also with the information deriving from them.
They found that people take classes or stop for different reasons, and therefore referring globally to “dropouts” makes no sense in the online context. They identified four groups of participants: those who completed most assignments, those who audited, those who gradually disengaged and those who sporadically sampled. (Most students who sign up never actually show up, making their inclusion in the data problematic.) The point of all this is not simply to record who is doing what but to “provide educators, instructional designers and platform developers with insights for designing effective and potentially adaptive learning environments that best meet the needs of MOOC participants,” the researchers wrote.
For 78% of us (38 states) it’s the governor.
Some revealing stats:
- 50% of American families are saving for college
- 2 in 5 families have a plan
- There’s a 10% drop in parents saving over the past 2 years
- Most families expect scholarships to cover 1/3 of tuition
- 11% think it’s the student’s responsibility to pay
The vast majority of students (88%) say it’s easier to Google information about schools rather than visiting the school’s actual website. Sad, no?
It’s true, I do this myself… It’s especially easier to google the content I want on site:schoolname.edu (or any site, including my tumblr!).
TEENS HAVE GONE MOBILE.
Check these stats:
- 78% of teens now have a cell phone, and almost half (47%) of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011.
- 23% of teens have a tablet computer, a level comparable to the general adult population.
- 95% of teens use the internet.
- 93% of teens have a computer or have access to one at home.
AND - 1 in 4 teens are “cell-mostly” internet users, who say they mostly go online using their phone and not using some other device such as a desktop or laptop computer.
In 2009, the DOJ’s most recent year for data on prison populations, there were more than 150 percent more black males in college than incarcerated. Given the declining prison presence of African Americans—incarceration rates fell sharply between 2000 and 2009, and remain on a downward slope—and the growing presence of blacks in higher education, the difference between the two populations is likely larger.
New report from the Pew Research Center’s Internet & American Life Project: A survey of teachers shows that digital tools are widely used in their classrooms and professional lives, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms. A few findings of note:
- Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments
- More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments
- Just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students
Lots of interesting findings in this study on both the digital divide and some of the obstacles presented by new technology — we’ll tease some of them here on Tumblr over the next few days.
In another mark of the increasingly digital life of teenagers, more than 25 percent of those who dated said their love interests threatened or harassed them online or using texts, according to a new study said to be the most comprehensive look at the phenomenon.
Most of the digital abuse or harassment from dating partners did not happen during school hours. Seventeen percent took place on school grounds, but “it could have been at the dance or the football game.”
In the study, co-authored by Meredith Dank, students reported that digital abuse was not experienced in isolation. More than 80 percent also reported psychological abuse, which included limiting someone’s contacts with family or friends, damaging property, insisting on knowing where they are and insulting them publicly.
More than half reported physical abuse, which ranged from scratching to choking. And one-third said they were sexually coerced, defined as being forced or pressured to perform sex acts they didn’t want to do. Four percent of teenagers said they were harmed only in digital form.
photo via flickr:CC | marsmet545
More graduates in Wisconsin’s Class of 2012 took Advanced Placement exams and earned scores high enough to be considered for college credit, but success rates for black and Hispanic graduates fell or remained flat from last year, according to a report.
The College Board’s Ninth Annual AP Report to the Nation shows that among Wisconsin’s graduating seniors last spring, 29.6% took an AP exam sometime in high school, up from 27.8% in the Class of 2011.
“I have never and will never consider a factory job — what’s the point of sitting there hour after hour, doing repetitive work?” he asked.
Millions of recent college graduates in China like Mr. Wang are asking the same question. A result is an anomaly: Jobs go begging in factories while many educated young workers are unemployed or underemployed. A national survey of urban residents, released this winter by a Chinese university, showed that among people in their early 20s, those with a college degree were four times as likely to be unemployed as those with only an elementary school education.
Data, while imprecise, suggest that some states are producing far more new teachers at the elementary level than will be able to find jobs in their respective states—even as districts struggle to find enough recruits in other certification fields.
The largest segment of the $7.76 billion ed-tech market, according to the industry group SIIA is “instructional support,” which accounts for up to 38 percent of the market — and that’s increased by 12 percent over the previous year.
It’s also worth noting that companies that create content services have almost as large a market share — 36 percent — as those working in instructional support.
It’s not clear how they define “edtech” here, but if you’re looking for the next buck in education; do not collect $200, go directly into learning analytics.
photo via flickr:CC | oceandesetoiles