Posted on

6 Mistakes Education Company CEOs Need to Avoid in Their Relationships With Boards

Many education companies face a critical moment as they attempt to transition out of the pandemic and point their businesses on the path to growth. For CEOs of those companies, finding and maintaining a strong relationship with their board members is a step they can’t afford to overlook.

Board members can be important contributors to a…

Schedule a Tour

Join us to get access to the rest of this premium article.

Already a member? Log in.

Posted on

Spending on Tech-Based Curriculum Jumps During the Pandemic, New Survey of IT Leaders Finds

K-12 curriculum software and subscription spending grew at a higher rate than any other technology budget area for school districts last school year, as their IT budgets mostly increased from the previous school year.

In a survey of 170 district technology leaders by the Consortium for School Networking, 62 percent of participants reported their schools’ funding for curricular software/subscriptions rose between the 2019-2020 and 2020-2021 school years, with 56 percent also noting a spike in cybersecurity investment.

Another 56 percent of respondents said their district’s overall IT budget expanded, with 12 percent citing a “major” increase, according to a summary of the report.CoSNGraph

District technology leaders ranked cybersecurity as the top unmet technology need, followed by home access connectivity and interoperability.

“In a situation where even well-funded corporations in the private sector struggle to address cybersecurity issues, poorly funded districts are at a disadvantage,” CoSN said. “One respondent called the need for more cybersecurity funding as ‘desperate.’”

Cybersecurity has been a focus area for CoSN, which is one of several organizations that endorsed the Enhancing K-12 Cybersecurity Act. That bill would set a path for the federal government to guide best practices for K-12 cybersecurity and provide cybersecurity grants to schools that could benefit certain education companies.

Congressional lawmakers have not acted to advance the bill.

Big Investments in Hybrid Learning

In addition to greater curricular software and cybersecurity spending, the majority of those surveyed also noted new technology initiatives, with 64 percent saying that they added classroom technology to support simultaneous hybrid learning, such as rotating cameras, microphones and speakers; and 60 percent reporting that they now offer a remote-only instruction option.

Further, 37 percent of tech chiefs said they added “district-wide student-facing Cloud-based applications,” such as learning management systems, to their digital ecosystems, and 23 percent of districts gave devices or extra monitors to educators for home use.

Only 2 percent of participants reported not supporting new IT initiatives or existing IT efforts that weren’t already supported pre-pandemic.

Almost all district leaders are looking to the federal government for technology funding help.

About three-quarters of those questioned plan to request support from the Federal Communications Commission’s Emergency Connectivity Fund for Wi-Fi hot spots, while 90 percent of respondents said infusions provided through three stimulus bills enacted over the last 17 months significantly helped remote-learning or related IT initiatives in their districts during the pandemic. (See EdWeek Market Brief’s recent, nationwide survey showing how district officials plan to spend the new, $7 billion connectivity fund overseen by the FCC.)

The three COVID stimulus packages heaped an overall $189.5 billion financial windfall on U.S. K-12 schools. Districts have until Sept. 30, 2024, to commit the last bit of that money.

Compared with the CoSN review, a recent EdWeek Market Brief survey found a slightly lower percentage – 62 percent – of 280 district administrators interviewed, planned to seek ECF reimbursement for Wi-Fi hot spots for home use. However, the CoSN survey did not specify that the hot spots sought for reimbursement pertained only to home use.

“There is a marked shift in how school district IT leaders are preparing for this fall, compared to the back-to-school survey results from last year,” CoSN CEO Keith Krueger said in a statement. “While the federal government delivered critical funding when school districts needed it most, we must now invest in cybersecurity and ensure sustainable, secure and equitable home broadband access for students and educators into the future.”

Image by Getty

Graph provided with permission from the Consortium for School Networking


See also: 

Posted on

4 Ways for Education Companies Working Globally to Protect Their Intellectual Property

Lawyers, consultants, others advising education companies say there are clear steps businesses can take to protect their intellectual property abroad.

Schedule a Tour

Join us to get access to the rest of this premium article.

Already a member? Log in.

Posted on

Delaware District Searches for Substitute Teaching Services; Minn. School System to Buy New SIS

Substitute teaching services, student information system, and parent-teacher conference scheduling software. A district in Delaware is seeking a substitute teaching services, while a district in Minnesota is soliciting bids for a K-12 student information system. Further, a district in Utah is looking to purchase parent-teacher conference scheduling software.

Recent Solicitations

Active/upcoming solicitations for goods/services

Schedule a Tour

Join us to get access to the rest of this premium article.

Already a member? Log in.

Posted on

10 Variables That Matter Most in Making New Ed-Tech Successful

The success or failure of implementing ed tech in a school district is determined by factors including the culture of the staff and decision-making power given to teachers, a new report contends.

Researchers for the EdTech Genome Project identified 10 variables they believe matter most to schools’ successful selection and implementation of new technology — a framework they say ed-tech companies can also use to gain insight into their K-12 customers.

The research, led by the University of Virginia and nonprofit EdTech Evidence Exchange, aims to give educators and ed-tech providers a common language and context for talking about what tools do or do not work, a standard that can help inform future purchasing decisions, according to the report.

The goal is to help districts make better choices for their students about the sea of ed-tech options, and help companies better support district partners, said lead researcher Emily Barton. Ultimately, the project aims to decrease the number of ed-tech products being used ineffectively or not at all, she said.

Researchers found about 60 percent of pre-pandemic purchases — worth at least $26 billion annually — failed to meet usage goals set by schools.

“We simply do not have enough information to support educators’ decision making around ed-tech,” said Barton, an assistant research professor at UVA. “A key piece of that is understanding … that the ‘right’ technology to bring into one environment might be very different than the right technology to bring into another environment.”

The Genome project was born from the EdTech Evidence Exchanges’ expressed mission to help educators make better-informed decisions about the technology they use. A steering committee of teachers, administrators, researchers and association leaders identified the 10 most significant variables based on existing research and lived experience. A working group assembled for each variable spent six months refining their definitions.

The key variables that determine whether ed tech is implemented successfully, according to the report, are how well it aligns with the following in a district:

  • Vision for teaching and learning
  • Selection processes
  • Teacher agency
  • Infrastructure and operations
  • Implementation systems and processes
  • Staff culture
  • Teacher beliefs and knowledge
  • Strategic leadership support
  • Professional learning
  • Competing priorities

The report doesn’t offer a “right” or “wrong” vision, culture, or selection process. Rather it defines the dimensions of each variable and what questions districts and companies should ask themselves when implementing ed tech products.

For example, the report argues that weighing teachers’ beliefs about ed tech includes considering their feelings, knowledge, and experience toward technology; and their understanding of how students learn.

Barton said teachers’ beliefs can be “make or break.” If a company representative is walking into a room of educators who are generally skeptical about technology and haven’t had great experiences with digital tools in the past, they may want to spend extra time during training explaining how their product can benefit students to lay a better foundation.

“Understanding the beliefs of the educators they’re working with could really shift and color the way that they present that professional development opportunity,” she said.

As a next step, the Genome project researchers are testing a database, known as the EdTech Evidence Exchange Platform, which would allow educators to look up whether an ed-tech tool or program is successful at a district similar to their own based on the 10 variables. The data for each district would be captured by surveying multiple teachers.

A release date has not been set yet, Barton said.

This comes after the pandemic forced a surge in demand for ed-tech products while schools turned to remote learning and as districts prepare to spend federal stimulus aid money aimed at improving connectivity outside of school.

“We are trying to create this really incredible evidence source for educators who are out there making decisions,” Barton said. “At this point we really recommend educators take a look at these variables and start having conversations with colleagues [and] engage with potential vendors: Where might they have strengths and weaknesses?”

Follow EdWeek Market Brief on Twitter @EdMarketBrief or connect with us on LinkedIn.


See also:

Posted on

Pace of Mergers and Acquisitions in Education Market Jumps, New Analysis Finds

The total value of mergers and acquisitions in the education industry grew by more than 50 percent from the second half of 2020 to the first half of this year, as companies across the market rushed to add to their portfolios, according to a report by investment banking firm Berkery Noyes.

The overall number of individual M&A transactions also rebounded to pre-pandemic levels.

Education companies closed 240 acquisitions in the first six months of 2021, up from 222 deals in the second half of 2020, and 210 mergers in the first half of last year. There were 238 acquisitions in the education industry in the second half of 2019.M&AGraph

The total value of education acquisitions from January through June was $19.4 billion, largely driven by Platinum Equity’s $6.4-billion acquisition of McGraw Hill, the report noted.

Deals made during this period had nearly as much value as mergers and acquisitions for the full year of 2020, when they totaled $21.4 billion.

The investment group, which provides advice and financial consulting to middle-market companies in the technology and information sectors, tracked 1,152 education deals between 2019 and June 2021.

Private equity financed 40 percent of acquisitions during the first half of this year, 8 percent higher than the 2019-2021 overall average.

According to Berkery Noyes, 97 of the 240 deals during this time frame were financed by private equity, venture capital, or some other investment firm, the most in at least three years and a 131 percent increase over the first half of 2020.

Twelve deals in the first half of this year carried values of more than $100 million, and at least seven of those involved the K-12 sector. About one-third of the total transactions had values between $4.5 million and $54.6 million.

K-12 media and tech surpassed professional training services as the education industry’s most active market segment year-to-date.

There were about 50 acquisitions that involved professional training services and roughly 40 deals that involved K-12 media and tech in the second half of last year, while nearly 60 deals touched K-12 media and tech and about 45 deals covered professional training services in the first half of 2021.

The report showed a mixed picture for market activity in various segments for the first six months of this year compared with the second half of 2020.

The rate of deals in the childcare services and higher-ed media and tech spaces increased during this span, but the number of deals in professional training technology, higher-ed institutions, and K-20 services fell. Deals involving K-12 institutions remained stable.

In addition to the McGraw Hill acquisition, notable K-12 deals in the first half of 2021 included a Byju’s purchase of Indian tutoring provider Aakash Educational Services for $900 million, Renaissance’s $650 million acquisition of Nearpod, and Kahoot’s $435 billion addition of K-12 single-sign-on provider Clever.

Image by Getty

Follow EdWeek Market Brief on Twitter @EdMarketBrief or connect with us on LinkedIn.


See also:

Posted on

DreamBox Learning Acquires Reading Plus in Expansion Into English Curriculum

dreambox acquires reading plus

DreamBox Learning is acquiring the adaptive literacy program Reading Plus, marking the ed-tech provider’s expansion into reading curriculum.

Prior to the merger, DreamBox Learning, which was founded in Washington state in 2006, has been a K-8 digital math program that aims to tailor lessons to students’ needs by using technology that differentiates questions in real time based on how students solve problems.

With Reading Plus, DreamBox Learning says it is bringing on board an evidence-based, program designed to boost students’ literacy skills in grades 3-12. The program is used in more than 7,800 schools by more than 1 million students, according to the company.

The move comes after DreamBox acquired Squiggle Park, an early literacy program for students in K-2. With both programs, the company can expand its K-12 reach and offer schools a dual-discipline program, according to the announcement released July 19.

“We believe the winning formula to shape the future of learning has three components,” said Jessie Woolley-Wilson, President and CEO of DreamBox Learning in announcing the acquisitions. “Dual-discipline offerings that cultivate a strong foundation in mathematics and reading; strong data and analytics solutions that leverage formative data to personalize the learning experience; and professional development to help educators develop their blended learning knowledge and skills.”

Dream Box says it currently serves more than 5 million students and 200,000 educators in all 50 states, Puerto Rico, Canada, and Mexico, according to the announcement.

The company grew during the pandemic as school districts scaled up their online programs to switch to entirely remote learning.

“DreamBox’s mission-driven leadership, adaptive learning model, and third-party validation made the decision to join forces a natural next step for Reading Plus,” Steven Guttentag, CEO of Reading Plus, said in the statement.

Follow EdWeek Market Brief on Twitter @EdMarketBrief or connect with us on LinkedIn.


See also:

Posted on

Congressional Bill Aims to Incentivize Education Companies, Schools to Sharpen Cybersecurity

A bill recently introduced in the House would help define best cybersecurity practices for K-12 vendors and outline new spending that could benefit certain education companies focused on online safety.

The Enhancing K-12 Cybersecurity Act, introduced June 17 by Rep. Doris Matsui, D-Calif., would task the Department of Homeland Security with establishing a program to circulate K-12 cybersecurity best practices, training, and lessons learned, and with recommending online safety tools for purchase by state education agencies and school districts.

The bill calls on DHS to consult with school IT vendors and cybersecurity companies in putting together the list of best practices.

Doug Levin, the national director for the K12 Security Information Exchange is lobbying for the Matsui bill, expects significant regulatory action at the federal and state levels around K-12 cybersecurity, though it’s difficult to say exactly when that will happen. The K-12 Security Information Exchange operates the K-12 Cybersecurity Resource Center, an online database that tracks K-12 cybersecurity incidents.

The House bill could face a steep climb to become law, as the House Education and Labor Committee currently has no plans to consider the measure, and companion legislation has yet to be introduced in the Senate.

Lawmakers failed to vote on a similar bill introduced in 2020, before the previous congressional term ended in December.

Schools are relying more on technology for remote learning, and policymakers are seeing the need to start imposing baseline internet safety expectations for school districts and vendors, he said.

With cybersecurity policies likely to tighten, school districts and government agencies will increasingly look toward education companies that have already crafted and adhere to a set of best practices for cybersecurity, Levin said.

If passed, the federal bill charts the creation of a DHS-run database that would recommend security tools and services for schools to purchase, and allow schools and states to find and apply for funding opportunities to improve cybersecurity.

H.R. 4005 doesn’t spell out how the money would be dispersed, so the federal government would likely issue further guidance on expenses that might qualify for any cybersecurity grants issued, if the legislation is enacted, Levin said.

In addition to defining best practices and outlining new channels for K-12 cybersecurity funding, the legislation proposes the development of a voluntary registry of K-12 cyberattack incidents, and would require yearly DHS reports analyzing cyber incidents across all levels of K-12.

Information to be collected into the registry may include descriptions of the incidents’ size, and whether each incident was the result of a breach, malware, distributed denial of service attack, or other method designed to cause a vulnerability.

“The bill certainly is responsive to the needs that members of Congress have been hearing from the field,” Levin said. “School districts are feeling under assault from ransomware.”

Levin has compiled data showing that many cyberattacks have targeted teacher and student data stored by education companies, not just within schools.

According to the K12 Cybersecurity Resource Center’s most recent annual report on the state of K-12 cybersecurity, at least 75 percent of all data breach incidents affecting public K-12 school districts resulted from occurrences involving school vendors and other partners.

The Federal Trade Commission has ratcheted up its focus on data breaches in K-12 recently, signaling a stricter enforcement posture toward companies that collect data on K-12 students and teachers.

Organizations endorsing the Enhancing K-12 Cybersecurity Act include the National Association of Secondary School Principals, the National Association of Elementary School Principals, the Council of Chief State School Officers, the National Association of State Chief Information Officers, the State Educational Technology Directors Association, and the Consortium for School Networking.

“As cyber criminals grow more sophisticated and aggressive, we must provide the resources and information necessary to protect our schools,” Matsui said in a statement. “The Enhancing K-12 Cybersecurity Act provides a roadmap and prepares our cyberinfrastructure for the threats of tomorrow.”

Follow EdWeek Market Brief on Twitter @EdMarketBrief or connect with us on LinkedIn.


See also:

Posted on

What Education Companies Should Know About How Kids Can Prosper in a Digital World

A driving narrative during the pandemic has been that students suffered academically because remote and hybrid learning had to rely too much on the use of technology.

Companies have reacted by developing products and services to address so-called “learning loss” and other problems that evolved when most school buildings were fully or partially closed. That makes sense,…

Schedule a Tour

Join us to get access to the rest of this premium article.

Already a member? Log in.

Posted on

What Education Companies Should Know About How Kids Can Prosper in a Digital World

A driving narrative during the pandemic has been that students suffered academically because remote and hybrid learning had to rely too much on the use of technology.

Companies have reacted by developing products and services to address so-called “learning loss” and other problems that evolved when most school buildings were fully or partially closed. That makes sense,…

Schedule a Tour

Join us to get access to the rest of this premium article.

Already a member? Log in.