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U.S. K-12 Educational Technology Policy: Historical Notes on the Federal Role

Doug Levin

Finally, somewhat for the sake of brevity, I have excluded consideration of the role of the E-rate (which is overseen by the Federal Communications Commission and not the U.S. Federal Program Evaluations and Program-Related Reports: National Educational Technology Trends Study (NETTS). FY 2001: $450,000,000.

Policies 150
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More than a Checkmark

MIND Research Institute

Having evaluated and published findings on MIND Education’s programs for over 20 years, I can distill the essential factors that should matter to practitioners. Patterns & Repeatability P atterns & R e peatability are fundamental to establishing the reliability of any study finding.

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Ed tech companies promise results, but their claims are often based on shoddy research

The Hechinger Report

Edgenuity boasts that the first case study in its long list of “success stories” shows how 10th grade students using its program “demonstrated more than an eightfold increase in pass rates on state math tests.”. The Pearson study included positive findings for third graders that the What Works did not evaluate.).

Company 145
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A lot of hope was pinned on after-school programs — now they’re shutting their doors

The Hechinger Report

Zayden Barnes, a first grader at Clara E. The lesson in engineering and self-control was part of an after-school program run by the nonprofit Horizon Education Centers. Its one of a dwindling number of after-school options in a city with one of the highest child poverty rates of any large urban area in the country. Related: $1.5

E-rate 106