Surveillance at School

In this report, the authors provided some of the following recommendations: (1) Parents, teachers, and administrators--as individuals and through their organizations--work to make public the threats that branded programs and materials, as well as unregulated digital technologies, pose to children when they are allowed into schools and classrooms; (2) The Federal Trade Commission extend the Children's Online Privacy Protection Act (COPPA) protections to age 14 and strengthen the protections offered to adolescents ages 15-18; (3) Industry self-regulation not be relied upon to protect the interests of students. Instead, policymakers should adopt enforceable legislation that holds schools, districts, and companies with access to student data accountable for violations of student privacy; (4) Legislators carefully review proposed legislative language to ensure that it does not contain loopholes that provide companies with opportunities to collect and exploit children's data while also "following the letter of the law".

Welner, K., Hinchey, P., Mathis, W., & Molnar, A. (2016). Learning to be watched: Surveillance culture at school – The eighteenth annual report on schoolhouse commercializing trends, 2014-2015. Boulder, CO: National Education Policy Center. https://files.eric.ed.gov/fulltext/ED574730.pdf

Surveillance report

A report from the  examines privacy protections for school surveillance. The report identifies the benefits and potential problems posed by school surveillance. It also suggests six principles to guide state policymakers toward effective, balanced policies.
National Association of State Boards of Education. (2016). School Surveillance: The Consequences for Equity and Privacy. Alexandria, VA: National Association of State Boards of Education.
http://www.nasbe.org/education-leader/school-surveillance-the-consequences-for-equity-and-privacy/

Digital surveillance study

Students may be under "constant digital surveillance and marketing at school," according to the National Education Policy Center. The report shows that some firms provide free services to schools and, in turn, collect data about students' online activities. The report considers how schools facilitate the work of digital marketers and examine the effects of their tracking of and marketing to children.
Boninger, F., & Molnar, A. (2016). Learning to be watched: Surveillance culture at school. Boulder, CO: National Education Policy Center.
http://nepc.colorado.edu/files/publications/RB%20Boninger-Molnar%20Trends.pdf