Connection Between Socioeconomic Status and School Performance

Schools with higher populations of students from low-income families may have lower achievement, but they also may have high rates of achievement growth, according to a study by the nonprofit NWEA. Study author Andy Hegedus, a NWEA research consulting director, says Every Student Succeeds Act assessments may be focusing too much on achievement and not enough on student growth. While it’s clear there is a strong connection between high poverty and low student achievement, a new analysis of growth data on MAP reading and math assessments shows a much weaker relationship between high poverty and low rates of growth, according to NWEA, the nonprofit organization that developed the assessments. The findings, have implications for how states measure school improvement under the Every Student Succeeds Act (ESSA).

Hegedus, A. (2018). Evaluating the relationships between poverty and school performance. Portland, OR: NWEA. https://www.nwea.org/content/uploads/2018/10/Evaluating-the-Relationships-Between-Poverty-and-School-Performance.pdf

Field of STEM – Areas of Need

This survey sought to address the growing needs of STEM administrators and educators across the country. An essential resource for companies and organizations developing products and services for the STEM market, the report offers detailed information defined by educators as areas of potential growth.

Key findings include:

-       More than 700 ideas suggested by STEM leaders and teachers for technology-based products educators would like to see developed for STEM education.

-       Information on the adoption of tablet devices currently and in the near future, and perspectives on tablet devices for STEM education.

-       Details on the implementation of the bring-your-own-device (BYOD) model, currently and in the near future to help companies understand whether BYOD is an area of critical growth.

-       Information on the non-profits judged by STEM educators to have the most valuable services, thus helping businesses use their time and money wisely

Elliot, K., & Bialo, E. (2012). 2012 national survey on STEM education’ identifies growth areas of STEM market. New York, NY: Interactive Educational Systems Design

http://www.iesdinc.com/Resources/Release_STEM_2012_final.pdf

Digital Technologies Around the World

This study discusses how digital technologies have spread rapidly in much of the world. Digital dividends—that is, the broader development benefits from using these technologies—have lagged behind. In many instances, digital technologies have boosted growth, expanded opportunities, and improved service delivery. Yet their aggregate impact has fallen short and is unevenly distributed. The study states that for digital technologies to benefit everyone everywhere it requires closing the remaining digital divide, especially in internet access. But greater digital adoption will not be enough. To get the most out of the digital revolution, countries also need to work on the “analog complements”—by strengthening regulations that ensure competition among businesses, by adapting workers’ skills to the demands of the new economy, and by ensuring that institutions are accountable.

World Bank Group (2016). World development report 2016: Digital dividends. Washington, D.C.: World Bank Group.

https://openknowledge.worldbank.org/bitstream/handle/10986/23347/9781464806711.pdf