School construction, new technology, updated learning resources—these are all recognized, continuing costs for schools. According to Richard Ingersoll from the University of Pennsylvania, districts should add increased teacher turnover to their balance sheets. In an interview with NPR, he discusses why teachers leave and how the turnover can cost districts up to $2.2 billion a year. Continue reading

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Two new reports from the National Association of State Boards of Education (NASBE) and the National Education Policy Center (NEPC) say that states need to provide stronger guidance on student privacy laws. While many states have proposed new legislation, the briefs argue that much of it leaves too much open to interpretation. In addition, the NEPC paper suggests that COPPA extend to 14 year-olds and more protections be offered to 15-18 year-olds. Continue reading

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The Senate HELP Committee met on April 14, 15 and 16 to consider amendments for the bipartisan ESEA reauthorization, The Every Child Achieves Act of 2015. Based on the amendments adopted, almost every currently funded program would be reauthorized. Among programs whose authorizations were added back during the markup are: physical education, Project SERV, education technology, I3, ready-to-learn television, grants for AP/IB tests, STEM, Javits gifted and talented, 21st century community learning centers, and early education. Below is a partial list of amendments of interest to PreK-12 publishers. In the coming weeks, AAP staff will continue to monitor and report on any new ESEA developments in the Senate and House. Continue reading

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How immersed are teens in the latest technology? According to a new poll from the Pew Research Center, about 88% of teens have or have access to cell phones or smartphones, and 90% of those teens with phones exchange texts. In fact, many teens receive and send up to 30 texts a day, and 24% say they go online constantly due to the prevalence of smartphone access. Continue reading

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Deserved attention has been paid to students performing below grade level and the interventions needed to raise their achievement. However, according to a new report from the Jack Cooke Kent Foundation, there is also a lack of programs for gifted students to help them reach their potential. Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students examines the performance of America’s high-ability students, with an emphasis on those who come from low income backgrounds, and the range of state-level interventions intended to foster academic talent. Not a single state received an A; Minnesota is the highest scoring state—the only one to receive a B- on both inputs and outcomes. Continue reading

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