Podcasts about education data

The fact that students are earning higher grades than ever without any appreciable increase in other assessments of academic ability should be well-known by now. Less understood are the root causes of this increasing phenomenon. Amy and Mike invited researchers Maia Goodman Young and Dan Goldhaber to dig into the data on how grading policies influence grade inflation. What are five things you will learn in this episode? What is the purpose of grading? How did state policy around grading in Washington change during the pandemic? What does the research show about changes in grades throughout the pandemic? What is the current connection between grades and test scores? How does weaker rigor in grading influence student interest in academic support? Are there differences in grading in different subjects or socioeconomic status? What other grading policies might impact grade inflation? What can we make of the weaker connection between grades and test scores? Is it bad or good? MEET OUR GUESTS Dr. Maia Goodman Young is a researcher at the Center for Education Data and Research at the University of Washington and an instructor in the UW's secondary teacher education program where she teaches courses in English Language Arts methods and assessment. She is also a National Board Certified Teacher who taught for nine years in California and Washington. Maia's experience as a classroom teacher informs her research, as she worked to better understand questions of grading policies and practices, teacher preparation, and the teacher labor market. Maia can be reached at maiag@uw.edu. Dr. Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER, caldercenter.org) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR, cedr.us(link is external)) at the University of Washington. Both CALDER and CEDR are focused on using state administrative data to do research that informs decisions about policy and practice. Dan's work focuses on issues of educational productivity and reform at the K-12 level, the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, and connections between students' K-12 experiences and
postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Dan's research has been regularly published in leading peer-reviewed economic and education journals such as: American Economic Review, Journal of Human Resources, Journal of Policy and Management, Economics of Education Review, Education Finance and Policy, and Educational Evaluation and Policy Analysis. The findings from these articles have been covered in more widely accessible media outlets such as National Public Radio, the New York Times, the Washington Post, USA Today, and Education Week. Dan previously served as president of the Association for Education Finance and Policy (2006-2017), an elected member of the Alexandria City School Board from 1997-2002, and as co-editor of Education Finance and Policy. Dan can be reached at dgoldhab@uw.edu.  LINKS Every teacher grades differently, which isn't fair Are SAT & ACT Scores More Predictive Than GPA? Journal of Policy Analysis and Management: Vol 43, No 4 The Unintended Consequences of Academic Leniency Grade inflation: Why it matters and how to stop it Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms RELATED EPISODES THE REALITY OF GRADE INFLATION WHY GRADE INFLATION IS HARMFUL THE PROBLEM WITH GRADES ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our past episodes on the show page and keep up with our future ones by subscribing to our email newsletter. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Eve Eurydice speaks with Jalak Jobanputra, an early investor in the blockchain space (2013), long before institutional adoption. She started Future Perfect Ventures in 2014 to invest in decentralized technologies with a focus on crypto assets. She grew up in Nairobi, Kenya to parents of Indian descent and has been a venture capitalist in internet ventures since graduating from Wharton. She was awarded Institutional Investor's Most Powerful Fintech Dealmakers, was cited as a Top 5 Investor Powering the Blockchain Boom and was awarded Microsoft's VC Trailblazer Award. She has spoken at conferences and diverse news media including the Milken Global Conference, The Economist Buttonwood Gathering, SALT, Bloomberg, MIT, SXSW, CNBC, and Yahoo Finance.The two women discuss cryptocurrency, digital assets (including NFTs), a central bank digital coin, blockchain Infrastructure that enables our Healthcare or Education Data to be mined safely & universally on Web3. Unlike fiat currencies that can become illegal tender by law or devalued by FED monetary policy and are used to manage national security via international sanctions, cryptocurrencies are borderless and decentralized. Use computers instead of printers! A very small % of the world population is crypto-literate; unfamiliar with crypto wallets the way people were unfamiliar with email a few decades ago, billions of people await to be informed. For more on Jalak, visit https://www.futureperfectventures.com or @jalak, or her blog thebarefootvc.com, a top 10 investor blog. For more on this podcast, visit https://SpeakwithEve.com or https://Eurydice.substack.com. For more on Eurydice, go to https://Eurydice.net or @EurydiceEve or https://youtube.com/@EveEurydice. Support this podcast at https://podcasters.spotify.com/pod/show/speaksex/support or donate at https://www.paypal.me/Eurydice. We are 100% listener supported.Enjoy. --- Support this podcast: https://podcasters.spotify.com/pod/show/speaksex/support

joins EdHeads to expose the insidious ways bias permeates education data. Discover the alarming impact of biased data on student outcomes and learn how to champion equity in data collection and analysis. Gain actionable insights to dismantle systemic biases and create a truly just and equitable education system.

Why it is difficult to navigate California's education data. Revisiting a conversation with NBA Champion Bill Cartwright. Finally, Sacramento's Farm-to-Fork Festival wraps up this weekend with its Street Fair. California's Confusing Education Data

An education expert says we should be worried about low maths results.  Prime Minister Christopher Luxon revealed data which he says shows that four out of five Year 8 students aren't at the expected level.   He's bringing forward a new math curriculum to Term 1 next year, assessing twice yearly, and a $20 million boost for teachers' professional development.   New Zealand Initiative researcher Michael Johnston told Ryan Bridge it's likely things have been like this for some time.  He says the Government's action is necessary, but time will tell whether it's enough.   LISTEN ABOVE See omnystudio.com/listener for privacy information.

During the pandemic, the federal government sent $190 billion in ESSER relief funding to America's schools. Among other things, ESSER was intended to help students catch up from pandemic learning loss—but did it work? Did ESSER help kids catch up? Did it help some students more than others? And should the federal government spend more to address COVID learning loss? On this episode of The Report Card, Nat Malkus discusses these questions, and more, with Dan Goldhaber.Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR) at the University of Washington. Along with Grace Falken, he is also the co-author of a new paper: ESSER and Student Achievement: Assessing the Impacts of the Largest One-Time Federal Investment in K12 Schools.Show Notes:ESSER and Student Achievement: Assessing the Impacts of the Largest One-Time Federal Investment in K12 Schools Impacts of Academic Recovery Interventions on Student Achievement in 2022-23

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, the JSGC podcast team interviews Bryan DeWalt and Allison Kobzowicz about two of our reports relating to higher education transparency. These report are the  "Instructional Output and Faculty Salary Costs of the State-related Universities" and "Information Disclosure of the State-related Universities" also known as the Snyder and Stairs reports. The Snyder report focuses on the cost to provide education and University performance metrics while the Stairs report centers around contract information of these institutions.  Among the topics discussed in this episode are the origins and development of these reports, a bit more about what type of information each one contains, as well as insights from this year's reports.Data for the 2022-23 school year can be found on the JSGC website for both Snyder and Stairs as well as data from previous years. Music by Joseph McDade. Visit us at http://jsg.legis.state.pa.us/

This time my guest is an old friend, Ray Fleming from InnovateGPT, who is co-host of the AI in Education podcast. And this a joint podcast where we had a chat about the future of education in the age of AI.

The podcast was a special dual-production episode between the AI and Education podcast, and the Data Revolution podcast, welcoming Ray Fleming and Kate Carruthers as the guests. The conversation centred around the transformation of the traditional data systems in education to incorporating AI. Kate Carruthers, the Chief Data and Insights Officer at the University of New South Wales, and Head of Business Intelligence for the UNSW AI Institute, discussed the use of data in the business and research-related aspects of higher education. On the other hand, Fleming, the Chief Education Officer at InnovateGPT, elaborated on the growth and potential of generative Artificial Intelligence (AI) in educational technology and its translation into successful business models in Australia. The guests pondered the potential for AI to change industries, especially higher education, and the existing barriers to AI adoption. The conversation revolved around adapting education to make use of unstructured data through AI and dealing with the implications of this paradigm shift in education.   The Data Revolution podcast is available on Apple Podcasts, Google Podcasts and Spotify.   00:00 Introduction and Welcome 00:58 Guest Introductions and Backgrounds 01:56 The Role of Data in Education and AI 02:32 The Intersection of Data and AI in Education 04:11 The Importance of Data Quality and Governance 08:00 The Future of AI in Education 09:49 Generative AI as the Interface of the Future 10:20 The Potential of Generative AI in Business Processes 11:26 The Impact of AI on Traditional Roles and Skills 12:00 The Role of AI in Decision Making 13:46 The Future of AI in Email Communication 14:38 The Role of AI in Education and Career Guidance 16:34 The Impact of AI on Traditional Education Systems 18:18 The Role of AI in Academic Assessment 20:11 The Future of AI in Navigating Education Pathways 36:37 The Role of Unstructured Data in Generative AI 38:10 Conclusion and Farewell

Pennsylvania is now a part of the national Arts Education Data Project. We explore what that means with Dave Deitz, Fine Arts Education Consultant at the Pennsylvania Department of Education. Learn how you can access the data and put it to good use.

In episode 72 of Cybersecurity Where You Are, co-host Tony Sager is joined by Phyllis Lee, VP of Security Best Practices (SBP) Content Development at the Center for Internet Security® (CIS®). Together, they discuss "Cybersecurity: Practice What, and While, We Teach," a keynote panel where they discussed cybersecurity in education during Tech Tactics in Education: Data and IT Security in the New Now. Throughout this episode, they pull in recorded snippets from their panel. They use those recordings to reflect on IT operational challenges and the need to balance different interests in education organizations, including K-12 schools and higher education institutions. They also highlight commonalities that present not only opportunities for collaboration in the education sector but also instances where CIS can help advance cybersecurity in education through the content it produces.ResourcesFollow Phyllis on LinkedInCybersecurity for Educational InstitutionsEpisode 71: Advancing K-12 Cybersecurity Through CommunityThe Cost of Cyber Defense: CIS Controls IG1CIS Critical Security Controls Version 8U.S. Cyber ChallengeIf you have some feedback or an idea for an upcoming episode of Cybersecurity Where You Are, let us know by emailing podcast@cisecurity.org.

This fall is the first college application season in which schools are prohibited from considering race and ethnicity when making admissions decisions, after June's landmark Supreme Court ruling. Sandy Baum, a senior fellow at the Urban Institute's Center on Education Data and Policy, joins John Yang to discuss how this affects college-bound students and their families. PBS NewsHour is supported by - https://www.pbs.org/newshour/about/funders

This fall is the first college application season in which schools are prohibited from considering race and ethnicity when making admissions decisions, after June's landmark Supreme Court ruling. Sandy Baum, a senior fellow at the Urban Institute's Center on Education Data and Policy, joins John Yang to discuss how this affects college-bound students and their families. PBS NewsHour is supported by - https://www.pbs.org/newshour/about/funders

Richard Selfridge and James Pembroke's regular look at education data. The second part of the Databusters discussion with Professor Becky Allen. Data in Schools Conference, London The Next Big Thing In School Improvement by Rebecca Allen, Matthew Evans and Ben White Becky Allen - Musings on Education Policy --- Send in a voice message: https://podcasters.spotify.com/pod/show/databusters/message

concerns and challenges surrounding the proposed gainful employment rule. Their discussion offers insights into the high school earnings test and the use of earnings as an accountability metric in higher education. Delisle's research findings reveal a considerable number of certificate programs at community colleges would fail the high school earnings threshold. Moreover, Delisle raises an important question about the government's role in subsidizing low-income credentials that hold significant value despite their lower income potential. Delisle is a non-resident senior fellow for the Center on Education Data and Policy at the Urban Institute. He is known for his extensive research on topics such as student debt, college enrollment, and the for-profit sector of higher education.

Meet A.J., creator of Tracked Learning. Tracked Learning was conceived out of necessity. As a Special Education instructor, he spent years frustrated with the lack of tools to track the progress of his students in a timely manner.   The redundancy and inefficiency of quarterly progress reports minimized his time to instruct his students, which was not only inconvenient for him, but more importantly, it was a disservice to his students.   Tracked Learning helps you maximize your time as an educator. Get ready to spend less time tracking and assessing student progress.   Tracked Learning takes the headache out of evaluating and tracking student progress. Tracked Learning is designed to remove busy work and eliminate long nights in the classroom.   Psssst, Parents… you should listen to this episode and tell your child's teacher that you found something that might help lighten their workload!   Your Next Step: Visit Tracked Learning   Master IEP Coach® Resources: Become a Master IEP Coach® Hire a Master IEP Coach® Earn Your Master IEP Coach® Certificate

Jennifer Bell-Ellwanger is the President and CEO of the Data Quality Campaign, a nonprofit policy and advocacy organization leading the effort to change the role of data to ensure that data works for everyone navigating their education and workforce journeys. Prior to DQC, Jenn worked at every level of education—from the kindergarten classroom to district leadership in New York and Baltimore, and most recently, at the US Department of Education, first as director of the Policy and Program Studies Services and later as Acting Assistant Secretary for the Office of Planning, Evaluation, and Policy. Resource: Polling resource cobranded with AASA: https://dataqualitycampaign.org/resource/data-helps-superintendents-make-decisions/ Recent op-ed by Jenn in The 74, that mentions the poll results: https://www.the74million.org/article/poll-hs-students-need-good-data-to-plan-their-futures-heres-how-to-help/

Bloomberg Washington Correspondent Joe Mathieu delivers insight and analysis on the latest headlines from the White House and Capitol Hill, including conversations with influential lawmakers and key figures in politics and policy. Bloomberg Government Congress reporter Jack Fitzpatrick was filling in for Joe today. Guests: Bloomberg Supreme Court reporter Greg Stohr, Sandy Baum, Nonresident Senior Fellow at the Urban Institute Center on Education Data and Policy and Republican Chair of the House Budget committee, Jodey Arrington of Texas. Plus, our politics panel, Bloomberg Politics Contributors Jeanne Sheehan Zaino & Rick Davis.  See omnystudio.com/listener for privacy information.

Campus Technology recently published 14 technology predictions for the coming year, based on input from higher education and ed tech industry experts across the country. A key statement on that list was this: Digital accessibility will be central to an inclusive campus culture. As Brian Fodrey, assistant vice president for Business Innovation at Carnegie Mellon University, put it, “Campus leaders must be thinking about how we are preparing our respective communities to take a more proactive and comprehensive approach to removing barriers and promoting all aspects of digital equity…. Prioritizing digital accessibility practices in all aspects of campus operations and life creates a more supportive community and inclusive culture for all.” That focus on digital accessibility is central to instructional design practice at Colorado State University Global. As the nation's first fully online, accredited nonprofit state university, CSU Global strives to achieve universal design standards in all of its programs, and to make courses accessible to a wide range of learners. We spoke with Associate Vice President of Digital Learning Andrea Butler and Director of Instructional Design Diona Hartwig about the importance of designing for accessibility from the start, ways to engage students in the online environment, and how inclusive design ultimately serves all students. Resource links: 14 Technology Predictions for Higher Education in 2023 2023 Tech Tactics in Education: Data and IT Security in the New Now Colorado State University Global Music: Mixkit Duration: 28 minutes Transcript

For this episode, special guests Richard Selfridge and James Pembroke join hosts Tom Sherrington and Emma Turner to discuss the effective uses of data. The conversation begins by exploring the context for much of the data practices and initiatives. The beginning of the episode focuses on what Richard and James have seen in the past and how schools & governing bodies have taken the lessons of the past to create the systems in play across education in the UK today. Some topics include the data wave, challenging assumptions, data efficiency, and levels-based data. About the participants: Richard Selfridge is a primary school teacher and writer on education. He has written on education for several publications and has been a speaker at events across the UK. His books Databusting for Schools and Dataproof Your School (co-authored with James Pembroke) look at the purpose and uses of data in education. Follow Richard on Twitter @Databusting. James Pembroke is an independent Data Analyst and Advisor with 14 years of experience in primary, secondary, and post-16 sectors. James is the co-author of Dataproof Your School. He currently works with both Insight Tracking and Sig+, working through educational data and trends. Follow James on Twitter @jpembroke. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action, and The Learning Rainforest Fieldbook. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She is the founder of ‘NewEd – Joyful CPD for early-career teachers', a not-for-profit approach to CPD to encourage positivity amongst the profession and help to retain teachers in post. Turner is the author of Be More Toddler: A Leadership Education From Our Little Learners Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message

Paul Flores is convicted of 1-st-degree murder of Kristin Smart while his father, Reuben Flores was found not guilty of being an accessory after the fact for allegedly helping to conceal the crime. Mark Thompson and Shannon the latest out of LA City Hall. According to a study from Education Data, California's college dropout rate is much higher than the national average.

Today, with the Biden Administration weighing whether to extend the federal student loan payment freeze, we're re-airing one of our most timely debates from last year: Canceling student loan debt. The problem of student loan debt has reached crisis proportions. As a college degree has grown increasingly necessary for economic mobility, so has the $1.7 trillion in student loan debt that Americans have taken on to access that opportunity. President Biden has put some debt cancellation on the table, but progressive Democrats are pushing him for more. So what is the fairest way to correct course?Astra Taylor — an author, a documentarian and a co-founder of the Debt Collective — dukes it out with Sandy Baum, an economist and a nonresident senior fellow at the Center on Education Data and Policy at the Urban Institute. While the activist and the economist agree that addressing the crisis requires dramatic measures, they disagree on how to get there.Is canceling everyone's debt progressive policy, as Taylor contends? Or does it end up being a regressive measure, as Baum insists? Jane hears them both out. And she offers a royal history tour after Oprah Winfrey's interview with Meghan Markle and Prince Harry.Mentioned in this episode:Astra Taylor in The Nation: “The Case for Wide-Scale Debt Relief”Sandy Baum in Education Next: “Mass Debt Forgiveness Is Not a Progressive Idea”Astra Taylor's documentary for The Intercept: “You Are Not a Loan”Sandy Baum for the Urban Institute: “Strengthening the Federal Role in the Federal-State Partnership for Funding Higher Education”Jane's recommendation: Lucy Worsley's three-episode mini-series “Secrets of the Six Wives”

Dan Goldhaber is an AIR vice president and director of Analysis of Longitudinal Data in Education Research at AIR. He is also an affiliate professor in the School of Social Work at the University of Washington, the director of the Center for Education Data & Research, and the co-editor of Education Finance and Policy. Dr. Goldhaber's work focuses on issues of educational productivity and reform at the K-12 level; the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce; and connections between students' K-12 experiences and postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Previous work has covered topics such as the relative efficiency of public and private schools, and the effects of accountability systems and market competition on K-12 schooling.

In this episode, we look under the hood to see how school chief information officers and chief academic officers work together to manage the "four buckets" of responsibilities required to achieve educational goals. Follow on Twitter:  @sparvell @MicrosoftEDU @bamradionetwork @Jonharper70bd  @drf4331 Related Resources MicrosoftEDU: K12 Blueprint – Learning Next Dean Folkers is the Director of Education Data and Technology at the Council of Chief State School Officers (CCSSO). CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education, and the five U.S. extra-state jurisdictions.

How do educational policy studies need to shift to remain adequate to the emergence of powerful forms of technology? In ALGORITHMS OF EDUCATION, Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb explore how, for policy makers, big data creates the illusion of greater control over educational futures. They propose that schools and governments are increasingly turning to “synthetic governance”—where what is human and what is machine becomes less clear—as a strategy for optimizing education. In this episode, Gulson and Sellar discuss new strategies for, and a new politics of, education.Kalervo N. Gulson is professor in education policy at the University of Sydney. He is author of Education Policy, Space, and the City: Markets and the (In)visibility of Race and coauthor of Education Policy and Racial Biopolitics in Multicultural Cities. Sam Sellar is professor in education policy at the University of South Australia. Most recently he coedited the World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks.References:N. Katherine HaylesLuciana ParisiGilles DeleuzeFélix GuattariBernard StieglerPierre BourdieuMichel FoucaultIsabelle StengersKeller Easterling (Extrastatecraft)AlphaGo (and 2017 documentary of it)Shoshana Zuboff

This week's episode features not one, but two guests! Kelly sits down with Phil Komarny, the Chief Innovation Officer at Maryville University, and Dr. Mark Lombardi, the President of Maryville University, and co-author of the book Pivot – A Vision for the new University. They talk about the technological approach they are using to center students in their own educational journeys, so learners can discover the pedagogy that best works for them, and collectively we can create better access to higher education at an affordable price and in a flexible way.   Takeaways:  1. The reality is that everyone can be successful & achieve & learn. You just have to find the right key to unlock that lock.   2. Empowering students means you're not the sage on the stage anymore--you're the guide on the side.   3. Revolution in higher ed has to be based on the student, on student data, and on the democratization of knowledge.  Follow Phil, Mark, and Maryville University on LinkedIn and Twitter.   Learn more at https://www.maryville.edu/  (https://www.maryville.edu/ ) Skillsbaby.com   This is a Growth Network Podcasts Production 

Episode Notes Reading List All these are referenced in the episode: Brandi Hinnant-Crawford, Improvement Science in Education: A Primer Frederick M. Hess and Jon Fullerton, "The Numbers We Need: Bringing Balanced Scorecards to Education Data." Colleen Capper, Organizational Theory for Equity and Diversity Sonya Douglass Horsford, Janelle T. Scott, and Gary L. Anderson, The Politics of Education Policy in an Era of Inequality Audre Lorde, "The Master's Tools Will Never Dismantle the Master's House" Shane Safir (Author) Jamila Dugan (Author), _Street Data_ Anthony S. Bryk, Louis Gomez, Alicia Grunow, and Paul LeMahieu, Learning to Improve: How America's Schools Can Get Better at Getting Better

This week on “Off The Cuff,” Justin is joined by Dr. Sandy Baum, a nonresident senior fellow for the Center on Education Data and Policy at the Urban Institute, as they discuss higher education priorities and how in a world of limited resources the federal government can best allocate and target spending. The conversation touches on free community college, debt forgiveness, doubling the Pell Grant, and dives into which of these investments could have the biggest impact on students. Justin and Sandy also cover topical higher education news like recent issues surrounding institutional accountability, student loan repayment plans, and more. Hugh then provides an update on some of the biggest financial aid news on the student loan portfolio, remarks from Education Secretary Miguel Cardona, and highlights profiles of our latest Diversity Leadership Program class.

Beth speaks with Kristin Blagg, a senior research associate in the Center on Education Data and Policy at the Urban Institute who focuses on educational funding and finance policy. In this episode, they discuss how data can be used to measure college outcomes and influence decisions about where to go to college, and how geography impacts student choice.

In this episode, we talk with Dr. John Watson, data scientist at the San Diego County Office of Education, about the ways in which data scientists provide value for education organizations. We touch on the evolution of standards in education and the need to be aware of multiple intelligences (both within students and within educators looking at data); the (ideally) iterative process of data solutions and output within education agencies; the “emergency data collection” that occurred at the beginning of the pandemic; the development and limits of standards in the health and education sectors; and trying to balance rapid technological advances with the need for stability and investment in training. Episode resources: San Diego County Office of Education: https://www.sdcoe.net/Pages/Home.aspx Baker, R. S., Berning, A. W., Gowda, S. M., Zhang, S., & Hawn, A. (2020). Predicting K-12 dropout. Journal of Education for Students Placed at Risk (JESPAR), 25(1), 28-54. (early access version: https://www.upenn.edu/learninganalytics/ryanbaker/PredictingK12Dropout.pdf) Music: Exploring The World by Vlad Gluschenko is licensed under a Creative Commons License. https://creativecommons.org/licenses/... https://soundcloud.com/vgl9Support by RFM - NCM:

Andrew Rice, CEO of the nonprofit organization Education Analytics, joins us to discuss the roles that research and technology each have to play--separately and together--in the education data/analytics environment. Andrew is trained as an economist and has unique perspectives on the ways in which different sectors can complement each other to meet the needs of K12 education. We also discuss the challenges and rewards of hiring talented, creative, and multidisciplinary people to work in the not-for-profit and/or public sector.

This week on “The Learning Curve,” co-hosts Gerard Robinson and Cara Candal talk with Dr. Matthew Chingos, who directs the Center on Education Data and Policy at the Urban Institute. They discuss the “Year of School Choice,” the welcome 2021 trend of states across America expanding or establishing private school choice programs. Dr. Chingos describes the gradual evolution of private school choice... Source

This week on “The Learning Curve,” co-hosts Gerard Robinson and Cara Candal talk with Dr. Matthew Chingos, who directs the Center on Education Data and Policy at the Urban Institute. They discuss the “Year of School Choice,” the welcome 2021 trend of states across America expanding or establishing private school choice programs. Dr. Chingos describes the gradual evolution of private school choice […]

On Wednesday, July 28, the Brookings Metropolitan Policy Program hosted an event, marking the release of a forthcoming report, focused on the need for and approaches to a holistic redesign of the labor and education digital ecosystems. https://www.brookings.edu/events/improving-labor-and-education-data-systems-after-the-covid-19-unemployment-crisis/ Subscribe to Brookings Events on iTunes, send feedback email to events@brookings.edu, and follow us and tweet us at @policypodcasts on Twitter. To learn more about upcoming events, visit our website. Brookings Events is part of the Brookings Podcast Network.

SchoolVibe is education related news, views and clues you can use to power your students, classrooms and schools into the modern world and beyond. In this episode, Andrea and I discuss the idea of subtraction as a way to problem solve & do more, understanding neuroplasticity in education-a whitepaper from @n2yllc, lessons from @_nightbirde, data and survey results that support changes needed for the future of education and students-thank you @willrichardson, changes possible for education in 2050 and @smartereveryday is our PositiveVibe

Today, Maria brings back Julie Delich, Vice President of Retention at Wiley Education Services, which partners with academic institutions and organizations to improve our world through education. In this episode, they do a deep dive into the online learning advising model Julie, and her team developed using four principles: appreciative advising, proactive advising, cognitive behavioral theory and shame resilience theory. During this engaging conversation, they unpack how advisors guide and support students to complete their online learning program using the 5Cs: Connect, Create, Challenge, Collaborate and Commit.  They also discuss how advisors partner with students to ensure that they have the support, resources, confidence and resilience to overcome challenges during their learning journey. They accomplish that by helping students develop critical thinking, set achievable goals, be accountable to others and keep their promises. By the end of this conversation, you will know when to use one of the most powerful questions: “what is your ideal outcome?” that works with children, students, and lifelong learners! This is an insightful conversation with a person who combines a clinical mental health background with engaging storytelling and contagious laughter! If you want to learn more about Julie’s learning journey and work, you can listen to episode 64 that also offers resources and insights to help guide lifelong learners on their higher education journey.  Listen to this episode and explore:Welcoming Julie Delich back and highlights from today's episode (1:10)Developing the Online Learning Advising Model (OLAM) to address students who were dropping out despite receiving proactive advising (4:01)The methodology Julie and her team used to design OLAM (7:12)How students start receiving online learning advising support; introducing the 5Cs approach (9:21)Advisors: who they are and how they get trained to serve the students (11:40)How advisors establish a quick connection with students using follow-up questions (13:50)How advisors guide students to create their vision of the future, define their ideal outcome and their “why” (17:07)How advisors challenge students’ misconceptions by guiding them to examine the truth (19:42)How advisors help students overcome challenges by asking them strength-based questions (23:12)How advisors and students commit to their next steps and follow-up actions (25:05)The five planned connection points between advisors and students ( 27:26)How advisors use a simple engagement question to stay connected and uncover potential challenges (29:20)How advisors Identify students who need individualized support to overcome challenges (30:22)How advisors provide resources to students who need help with their mental well-being (33:03)How advisors help students stay focused on what they have control over when they get overwhelmed (35:05)The more challenging part for advisors and their core competencies and skills (38:40)Introducing the shame resilience theory and how advisors use empathy to help students get out of their darkness (42:30)How students embrace their personal power to seek support and use resources (45:10)How Wiley Education Services assess students’ progress and retention (46:14)Julie’s plans to study the effectiveness of OLAM for underserved students and clinical placement experience (49:19)How advisors update educators and faculty on students’ progress and challenges and how they prompt needed actions (50:35)Closing remarks on the timely need of the online learning advising model (52:10)  Where to find more about Julie Delich:On LinkedInLeadership Team of Wiley Education Services Mentioned in this episode:Wiley Education ServicesEpisode 64: Julie Delich on Impact LearningThe Online Learning Advising Model (OLAM)Student RetentionThe 5Cs Process: Advising in Times of UncertaintyThe Shame Resilience Theory & Brene Brown’s TED talk Production team:Host & Producer: Maria XenidouIntroduction Voice: David Bourne  Contact us:impactlearningpodcast(at)gmail.com Music credits:Like Lee performed by The Mini VandalsTransition sounds: Swamp Walks performed by Jingle Punks 

For educators who feel that everything they love about teaching has been thrown away, this conversation offers insights to help navigate the current turmoil in higher education by learning how universities can co-design a more equitable future of digital education to continue to serve teachers, students, staff and the local community. Our guest today is Michael Gallagher, lecturer in Digital Education at the University of Edinburgh, co-programme director of the MSc in Digital Education and a member of the Centre of Research in Digital Education. Previously, Michael was an Assistant Professor at Hankuk University of Foreign Studies in Seoul, Korea. Today he works on digital education projects in sub-Saharan Africa (Nigeria, Tanzania, and Uganda) and often collaborates with INGOs, including the World Bank’s Open Learning Campus and UN-Habitat. He currently works on Foundations for All, a Mastercard Foundation project exploring blended learning pathways for refugees into higher education in Uganda and Lebanon.Michael was a researcher on the Near Future Teaching project, a project that explored how teaching at The University of Edinburgh unfolds over the coming decades, as technology, social trends, patterns of mobility, and new media continue to shift what it means to be at the university. Michael has been awarded The University of Edinburgh Principal's Medal for 2020 for his outstanding contribution to support the university during 2020. In this episode, you will learn how Michael helped his colleagues and students move their courses online by leveraging his experience teaching the online MSc in Digital Education years before the pandemic. Maria and Michael also unpack the role of mobile learning in creating a more inclusive education, especially for underserved and marginalized communities. They also share their thoughts and experience related to the pedagogy of simultaneity and serendipity in learning as they discover their shared passion for audio and natural sounds.This is a rare conversation with a researcher and a teacher who wants to positively influence people’s view of what teaching can be, what teachers are and what role they serve in digital education. Listen to this episode and explore:Introducing Michael Gallagher and key highlights from today’s episode (1:20)Michael’s desire to become a teacher and be involved in education (6:32)Studying education, information science and digital education: an international, on-campus and online learning experience (8:20)Michael’s current role at the University of Edinburgh in the UK and his thoughts on how digital education is empowering the teacher (12:54)The Near Future Teaching project at the University of Edinburgh; the project's scope and lessons shared with other institutions (15:40)Comparing the outcomes of the Near Future Teaching project with the higher education trends in the UK and beyond (19:43)How higher education institutions can identify their probable new futures and co-create their preferred future using agency, and participation (22:05)Resources and insights to help teachers navigate the current uncertainty in higher education individually and at their institutions (24:40)How to anticipate the future of higher education by learning to interrogate the present through the lens of the future (28:05)The Centre of Research in Digital Education: key areas of focus (30:55)The importance of internet connectivity and mobile-first approach to enhance access to online learning in developed and emerging countries (33:38)What Michael learned while supporting sub-Saharan Africa universities to teach online during the pandemic and how he leveraged this experience to help the University of Edinburgh (38:05)Michael and Maria share their gratitude and appreciation for the impact of education in their lives and careers (40:34)A discussion about global education and local, community-led education practices (42:20)The evolution of mobile technology in online learning and the role of mobility in society (47:10)How mobile learning offers flexibility and enables alternative ways in online learning (52:04)How Michael experienced the implications of the pandemic through the projects of his MSc students who, as education professionals, were transitioning their courses online (54:10)What Michael wants his MSc students to learn to be able to shape a more equitable future of digital education (57:10)How a project exploring automation in teaching helped teachers interrogate what they believed their teaching practices to be and what they could be (59:20)The pedagogy of simultaneity: learning in a non-linear fashion, allowing subconscious learning to occur over time and the role of serendipity in learning (1:02:30)Maria and Michael discuss their shared passion for audio content and how recording natural sounds is a form of active learning (1:07:05)What Michael wants to leave his mark on during his lifetime (1:09:40)  Where to find more about Michael Gallagher:At the University of EdinburghAt the Centre of Digital EducationAt the Near Future Teaching ProjectMichael’s Personal Website Mentioned in this episode:Near Future Teaching ProjectProf. Sian Bayne at  the University of EdinburghNear Future Teaching Project TeamMichael’s Research ProjectsMichael’s Audio RecordingsMichael’s Video ContentPedagogy of Simultaneity: multiple references on the work of Michael with Pekka Ihanainen  Production team:Host & Producer: Maria XenidouIntroduction Voice: David Bourne  Contact us:impactlearningpodcast(at)gmail.com  Music credits:Like Lee performed by The Mini VandalsTransition sounds: Swamp Walks performed by Jingle Punks

The problem of student loan debt has reached crisis proportions. As a college degree has grown increasingly necessary for economic mobility, so has the $1.7 trillion in student loan debt that Americans have taken on to access that opportunity. President Biden has put some debt cancellation on the table, but progressive Democrats are pushing him for more. So what is the fairest way to correct course?Astra Taylor — an author, a documentarian and a co-founder of the Debt Collective — dukes it out with Sandy Baum, an economist and a nonresident senior fellow at the Center on Education Data and Policy at the Urban Institute. While the activist and the economist agree that addressing the crisis requires dramatic measures, they disagree on how to get there.Is canceling everyone’s debt progressive policy, as Taylor contends? Or does it end up being a regressive measure, as Baum insists? Jane hears them both out. And she offers a royal history tour after Oprah Winfrey’s interview with Meghan Markle and Prince Harry.Learn MoreAstra Taylor in The Nation: “The Case for Wide-Scale Debt Relief”Sandy Baum in Education Next: “Mass Debt Forgiveness Is Not a Progressive Idea”Astra Taylor’s documentary for The Intercept: “You Are Not a Loan”Sandy Baum for the Urban Institute: “Strengthening the Federal Role in the Federal-State Partnership for Funding Higher Education”Jane’s recommendation: Lucy Worsley’s three-episode mini-series “Secrets of the Six Wives”

What are the most asked questions when simplifying Microsoft Cloud Stack? Hear a whistle-stop tour of digital content on demand via marketing services, touching on the education sector, looking at data and fantasy football in this special global edition featuring our Microsoft Business Development team from Ingram Micro UK: Martyn Hall Nicola Miller Mike Markey Steve Grey In this episode we hear how Microsoft Teams growth is helping the work-from-home movement and how fantasy football data is relevant to Microsoft channel sales growth. The team also covers resources for Microsoft partners to utilize as they’re working through their sales cycles. Want to know more? Connect with the UK Microsoft Cloud team and find out why they’re the indirect provider of the year for Microsoft.

In this hour, looking at student loans. Stephen Henderson speaks with Kevin Carey of New America, Matthew Chingos Director of the Urban Institute’s Center on Education Data & Policy, author of the book “Game of Loans: The Rhetoric and Reality of Student Debt .

Data-driven? data-informed? data analysis? Join us as we unpack our thinking and use of data in education to separate what works from what does not. Follow on Twitter: @DeedyCamarena, @Lnifong0320 @CindyGarciaTX @larryferlazzo @bamradionetwork, @Jonharper70bd Cindy Garcia serves as the district-wide instructional specialist for Bilingual/ESL Mathematics PK-6 in Pasadena ISD. Cindy previously served as campus mathematics coach and bilingual third-grade teachers in PISD. Cindy writes a monthly blog about ways to support English Learners at www.teachingelementaryels.weebly.com Lauren Nifong is an instructional coach in Greenville, South Carolina. She holds a Bachelor’s Degree in Elementary Education, a Master’s Degree in Administration and Supervision, and is currently a member of South Carolina ASCD’s 2020 Class of Emerging Leaders. Deedy Camarena is the Coordinator for English Language Development (ELD), Dual and World Languages in the Multilingual & Humanities Education Department at the Santa Clara County Office of Education. She has worked closely with principals, teachers, and other stakeholders to assess student and staff needs and execute the necessary services in areas regarding ELD and Dual Language instruction and programming.

In this episode, we’ll be learning more about Atos, the multinational IT company working as our partner in the EU H2020 funded KRAKEN project. With their 110,000 strong workforce in 73 countries and 12BN€ annual revenue, Atos is a global force in digital transformation.Atos works across multiple industries, driving innovation in projects funded by the European Commission. They are currently employed in over 150 EU projects in which they are specialising in communications, cloud, Big Data, cybersecurity, and plenty more.Our guests on this episode are Angel Palomares and Nacho González who work in the blockchain identity and privacy department of Atos.In the KRAKEN project, we’re developing a privacy-preserving marketplace for health and education data. In this podcast, we’ll hear updates on the KRAKEN project and the Self Sovereign Identity (SSI) that Atos is developing. We’ll also hear more about the work they are doing with blockchain and data marketplaces in different industries, and why a decentralised marketplace is necessary in order to put the individual user in control of their own data.--In the TX Podcast series, we dive into web 3 technologies and their role in the emergence of data economies with guests from some of the most forward-thinking companies from around the world. We talk about innovative ways of engineering value from data and the next generation of internet technologies including blockchain, decentralisation, AI and machine learning.Follow TX - Tomorrow ExploredLinkedIn: https://www.linkedin.com/company/tx-company/Twitter: https://twitter.com/TxExploredFacebook https://www.facebook.com/TxExploredInstagram: https://www.instagram.com/txtomorrowexplored/

One of twelve inaugural episodes profiling partner associations and organizations of the Assessment Institute, this episode features two leaders from HEDS, the Higher Education Data Sharing Consortium. Charlie Blaich and Kathy Wise are both from Wabash College. Charlie serves as Director of the Center of Inquiry and Higher Education Data Sharing Consortium and Kathy is Associate Director. This season of Leading Improvements in Higher Education is sponsored by Watermark, the largest global provider of educational intelligence software solutions for higher education. Watermark offers integrated digital tools that support assessment and accreditation, faculty activity reporting, course evaluation and surveys, and catalog and curriculum management. Learn more at watermarkinsights.com. Episode recorded: August 2020. Host: Stephen Hundley. Producers: Chad Beckner, Caleb Keith, and Shirley Yorger. Original music: Caleb Keith. This podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

School districts now need to prioritize compliance with a critical new regulation expanding New York state's Education Law 2D. In this episode Joseph Eckstein, business manager and DPO at Eastern Suffolk BOCES; Edward Trevvett, a partner in our Educational Institutions practice; and Alan Winchester, a partner in our cybersecurity protection and response practice and Chief Development Officer of Caetra.io, discuss regulation Part 121 and the new obligations placed on districts for managing data privacy and cybersecurity. Related Links: Edward Trevvett Bio - https://bit.ly/2SCPtwxAlan Winchester Bio - https://bit.ly/2YZWcU5Cybersecurity Protection and Response Practice Group - https://bit.ly/2NB55ydEastern Suffolk BOCES - https://bit.ly/33Bo847Caetra.io - https://bit.ly/2NqjwooDownload Episode Transcript

In this week's OutClassed Podcast, Mike and Blake Speak with Neil Selwyn from Monash University in Australia about the role of technology in schools.In this episode we discuss a range of topics including:* The place of data in education and a discussion around assessment* What role does educational research research play in schools* Learning analytics and data driven schooling * Blended learning and advice on how to move forward post COVID and school closuresTo see all the OutClassed episodes go to utb.fyi/outclassed

Elizabeth Cook is a doctoral researcher on the programme PhD in Higher Education: Research, Evaluation and Enhancement at Lancaster University, and a Senior Analyst at Edith Cowan University in Perth, Australia. Having begun her PhD in October 2019, Elizabeth talks about her early experiences in the PhD programme and provides tips for students in the programme. Elizabeth discusses her recently completed research – a critical discourse study that explored the effectiveness of collaboration between higher education providers and the Australian's Department of Education, Skills and Employment during a current reform project aimed at redeveloping the Australian Higher Education Data Collection. Elizabeth focuses on her topic; research goals, design and methodology; challenges faced and overcome; and how her research findings can contribute to higher education policy development and reform. Elizabeth can be contacted about her research via e.cook2@lancaster.ac.uk or https://www.linkedin.com/in/elizcook/. Talking to her is Olga Rotar, doctoral researcher and a member of CHERE@LU.

Richard Selfridge and James Pembroke’s monthly look at Education Data. Schools, colleges and early years settings to close - DfE press release 18 March 2020 Coronavirus (COVID-19): cancellation of GCSEs, AS and A levels in 2020 - DfE 20 March 2020 Further details on exams and grades announced - DfE 20 March 2020 Awarding grades in 2020 - FFT datalab blog GCSE results in English and maths: Whatever approach is taken, here is how it should be validated - FFT datalab blog @Databusting @jpembroke Send us a voice message --- Send in a voice message: https://anchor.fm/databusters/message

In the 2020 presidential race, candidates have proposed plans to reform higher education. On this hour of “Think,” we’ll talk about affordability, accessibility, and attrition problems when it comes to attending universities and look at whether free college is a viable option to solve these problems. Guests include Matthew M. Chingos, vice president at the Urban Institute Center on Education Data and Policy, journalist Paul Tough, and Anthony A. Jack,assistant professor of education at Harvard.

Richard Selfridge and James Pembroke’s monthly look at Education Data. Is Data Dead? - James Pembroke How and why tests are standardised - Richard Selfridge Databusting for Schools on tour @Databusting @jpembroke Send us a voice message --- Send in a voice message: https://anchor.fm/databusters/message

If you work in special education, you’ll know all about data collection. How overwhelming and stressful it can be. You might not know what data to take, when to take it – or how much to take. Or, who should be taking it? Don’t worry, take a deep breath, sit back, and listen to this […]

In this episode, we talk about the role of data in education and the value of cloud. Find out how data is being used to improve learning outcomes and how schools can adopt a data-driven culture. Links discussed in this podcast:https://www.jpw.nz | https://www.youtube.com/watch?v=vTr37C4FU0I | www.samuelmcneill.com

Richard Selfridge and James Pembroke’s monthly look at Education Data. Sean Harford - Our latest statistics - a first look at the EIF https://educationinspection.blog.gov.uk/2019/12/16/our-latest-statistics-a-first-look-at-the-eif/ Ofsted info: https://ofsted.info Peter Atherton (https://twitter.com/DataEducator) https://twitter.com/DataEducator/status/1197646374558486528?s=20 Primary school performance tables: 2019 https://www.gov.uk/search/research-and-statistics?content_store_document_type=published_statistics&organisations%5B%5D=department-for-education James Pembroke - Reforming the Performance Tables https://www.sigplus.co.uk/2019/12/reforming-the-performance-tables/ Phonics Screening Check https://www.gov.uk/government/collections/phonics-screening-check-administration Databusting for Schools on tour! https://www.databustingforschools.co.uk/supporting-schools.html Get in touch via https://twitter.com/Databusting or https://twitter.com/Jpembroke Leave us a voice message here: https://anchor.fm/databusters/message --- Send in a voice message: https://anchor.fm/databusters/message

Richard Selfridge and James Pembroke’s monthly look at Education Data. Ian Stokes (https://twitter.com/ianstokesed) - New EIF inspections - are Ofsted still 'judging by numbers'? https://ianstokes.org/investigations Mary Bousted - Ofsted's Framework asks way too much of Primary Staff https://www.tes.com/news/ofsteds-framework-asks-way-too-much-primary-staff Don't panic about quintiles - https://www.sigplus.co.uk/2019/10/dont-panic-about-quintiles/ Quntiles part 2 - How to be above and below average at the same time https://www.sigplus.co.uk/2019/10/quintiles-part-2-how-to-be-above-and-below-average-at-the-same-time/ Databusting for Schools on tour! https://www.databustingforschools.co.uk/supporting-schools.html Get in touch via https://twitter.com/Jack_Marwood or https://twitter.com/Jpembroke Leave us a voice message here: https://anchor.fm/databusters/message --- Send in a voice message: https://anchor.fm/databusters/message

David Dillard is President of KD College Prep *Follow them on Twitter: @KDCollegePrep . More colleges are tracking on-line activities by applicants, before they even apply,

Show Summary Managing Partner Mark Meersman and his team at IPC Global help companies gather their various collections of data, apply insightful analytics to that data, and makes those analytics easily accessible through cloud technology. He tells the IPC Global story on this edition of Frazier & Deeter’s “Business Beat,” presented by Alpharetta CPA firm […] The post Frazier and Deeter’s Business Beat: Mark Meersman, IPC Global appeared first on Business RadioX ®.

Richard Selfridge and James Pembroke’s monthly look at Education Data. EIF updates: Dan Morrow in Schools Week (https://schoolsweek.co.uk/ofsteds-new-framework-from-watchdog-to-service-dog/) and Geoff Barton in TES (https://www.tes.com/news/im-holding-my-nerve-my-support-new-ofsted) ISDR: School inspection data summary report (IDSR) guide https://www.gov.uk/guidance/school-inspection-data-summary-report-idsr-guide Progress Measures: Becky Allen - What if we cannot measure pupil progress? (https://rebeccaallen.co.uk/2018/05/23/what-if-we-cannot-measure-pupil-progress) James Pembroke - Should progress measures be scrapped for primary schools? (https://www.sigplus.co.uk/2019/05/should-progress-measures-be-scrapped-for-primary-schools/) Confidence Intervals: Richard Selfridge - How Sig +/- is calculated and why it does not mean what you might think (https://icingonthecakeblog.weebly.com/blog/how-sig-is-calculated-and-why-it-does-not-mean-what-you-might-think) Scientist Rise Up Against Statistical Significance (https://www.nature.com/articles/d41586-019-00857-9) Databusters on Tour: We’re in Boston, Lincolnshire, on 20th November (https://www.eventbrite.co.uk/e/databusting-lincolnshire-tickets-74819349689), Rothley, Leicestershire on 22nd January (https://www.eventbrite.co.uk/e/databusting-leicestershire-tickets-74838490941) and in Liverpool on 30th January (https://www.eventbrite.co.uk/e/databusting-liverpool-tickets-75735160905) Get in touch via https://twitter.com/Jack_Marwood or https://twitter.com/Jpembroke Leave us a voice message here: https://anchor.fm/databusters/message --- Send in a voice message: https://anchor.fm/databusters/message

Richard Selfridge and James Pembroke’s monthly look at Education Data. Links to EIF and IDSR: https://www.gov.uk/government/publications/education-inspection-framework Webinar on the Education Inspection Framework  https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4  Get in touch via https://twitter.com/Jack_Marwood or https://twitter.com/Jpembroke Leave us a voice message here: https://anchor.fm/databusters/message --- Send in a voice message: https://anchor.fm/databusters/message

Tomas Monarrez, a research associate in the Center on Education Data and Policy at the Urban Institute, joins EdNext Editor-in-chief Marty West to discuss the impact charter schools have had on segregation in U.S. schools. Monarrez, with Brian Kisida and Matthew M. Chingos, is a co-author of "Do Charter Schools Increase Segregation? First national analysis reveals a modest impact, depending on where you look," from the Fall 2019 issue of Education Next. https://www.educationnext.org/do-charter-schools-increase-segregation-first-national-analysis-reveals-modest-impact/

Students attending school in big cities made significant gains on NAEP in the years between 2003 and 2013 but those trend lines have flattened in recent years. Paul Peterson talks with Kristin Blagg, a research associate in the Center on Education Data and Policy at the Urban Institute, about what the data show, and about which districts made the greatest gains. In "Making the Grade in America's Cities: Assessing Student Achievement in Urban Districts," Blagg explains how the NAEP data for students can be adjusted for changes in student demographics to better understand test score growth. The paper is available at: https://www.urban.org/research/publication/making-grade-americas-cities-assessing-student-achievement-urban-districts

Research shows that online classes are most effective when there is substantial interaction among the students and between the students and the instructor. In this episode, Dr. Spiros Protopsaltis and Dr. Sandy Baum join us to discuss the possible adverse effects of proposed changes in federal regulations that may reduce the extent of this interaction.     Dr. Protopsaltis is an Associate Professor and Director of the Center for Education Policy and Evaluation at George Mason University, and he was a Deputy Assistant Secretary for Higher Education and Student Financial Aid at the U.S. Education Department during the Obama administration. Dr. Baum is a Fellow in the Center on Education Data and Policy at the Urban Institute, and a professor emeritus of economics at Skidmore College. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The Kirwan Commission on education reform has recommended a re-ordering of our educational priorities. One of the central tenets of the Commission’s approach is to expand early pre-school for three and four year olds.The data on pre-k might surprise you. A Brookings Institution study argues that there is little correlation between pre-k and academic achievement in elementary school. But scholars have determined that kids in pre-school are more likely to graduate from high school and attend college. And a report by MD Family Network calculates the loss to businesses at nearly two and half billion dollars for parents with kids under the age of five, for time lost at work due to inadequate child care.Is universal pre-k worth the investment? How much does it really prepare kids for success down the line? And if the state doesn’t make pre-k programs affordable and accessible to parents, does that decision come with an economic cost? Today, a panel of early education experts joins Tom for a closer look at the costs and benefits of pre-k.Rasheed Malik is a senior policy analyst for Early Childhood Policy at the Center for American Progress; Erica Greenberg is a senior research associate in the Center on Education Data and Policy at the Urban Institute; and Suzanne Bouffard, is the author of The Most Important Year: Pre-Kindergarten and the Future of Our Children.

At a time when teacher shortages are on the rise around the country, it is imperative that we properly care for those who have decided that they would like to be teachers. Ayodele Harrison joins the show to discuss the importance of Emotional Self Care.

Trent exposes the latest OEA propaganda, showing us how to be careful of tricky charts and graphs. Plus, Bernie Sanders rolls out the guillotines—find out who’s on the chopping block!

Rachel Anderson, Associate Director of Federal Policy and Advocacy at Data Quality Campaign (DQC), discusses the value of data interoperabilty for school districts and how it enhances student data privacy protection. This audio interview is part of series about interoperability: the seamless, secure, and controlled exchange of data between applications. In this series, we will highlight the ways that data interoperability is laying the foundation for innovation and helping enable great classroom instruction. We will also hear from partners who are implementing solutions to overcome the lack of data interoperability today in the K-12 sector. You can find the whole series at www.msdf.org/blog/tag/interoperability-series/

Josh Klein, the Chief Information Officer at Portland Public Schools, discusses the benefits of data interoperablity in the classroom. This audio interview is part of series about interoperability: the seamless, secure, and controlled exchange of data between applications. In this series, we will highlight the ways that data interoperability is laying the foundation for innovation and helping enable great classroom instruction. We will also hear from partners who are implementing solutions to overcome the lack of data interoperability today in the K-12 sector. You can find the whole series at www.msdf.org/blog/tag/interoperability-series/

Steve Midgley, founder and managing director of Learning Tapestry, discusses the Data Flow project and the benefits of data interoperability for teachers and students. This audio interview is part of series about interoperability: the seamless, secure, and controlled exchange of data between applications. In this series, we will highlight the ways that data interoperability is laying the foundation for innovation and helping enable great classroom instruction. We will also hear from partners who are implementing solutions to overcome the lack of data interoperability today in the K-12 sector. You can find the whole series at www.msdf.org/blog/tag/interoperability-series/