Funds For Learning Trend Report Provides Snapshot of E-rate Program
Funding applicants weigh in on E-rate’s strengths and opportunities for improvement amid efforts to modernize the program

Edmond, Okla. (Sept. 15, 2016) – Twenty years after the Telecommunications Act of 1996 created E-rate funding, significant measures are underway to update the program that has become vital to schools and libraries across the United States. In an effort to aid policymakers, administrators and other E-rate stakeholders as they shape the future of the program, Funds For Learning releases its 2016 E-rate Trends Report.

To read the full news release with report highlights, click here. To access the report online, visit https://www.fundsforlearning.com/2016ErateTrends.php.

 

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Workbench Partners with League of Innovative Schools and Baltimore County Public Schools to host “Day of Innovation”

More than 175 educators will participate in hands-on ed-tech workshops during League of Innovative Schools’ Fall Meeting Nov. 2-4, 2016 in Baltimore

 

Baltimore, MD – Sept. 15, 2016 – Baltimore-based ed-tech leader Workbench will provide hands-on experiences using drones, programmable robots, 3D printers and other cutting-edge technology during the “Workbench Day of Innovation” November 3, 2016 as part of the Digital Promise League of Innovative Schools Fall Meeting.

 

The Digital Promise League of Innovative Schools 2016 Fall Meeting, which takes place Nov. 2-4, 2016 in Baltimore, is co-hosted by Baltimore County Public Schools and brings district superintendents and their leadership teams together to collaborate on innovative education initiatives. The conference takes place at The Grand in Baltimore, with the Day of Innovation events taking place from 3:30 PM – 6:00 PM on November 3rd at City Garage.

 

Workbench, project based learning at its best, creates online communities to connect educators, students and ed-tech companies. The Day of Innovation is part of its ongoing efforts to promote STEM education and project based learning.

 

“The Workbench Day of Innovation for the League’s district leaders gives us a chance to provide them with first-hand experience using drones, programmable robots, 3D printers and other cutting-edge technology as part of a rigorous course of instruction that allows students to learn in new and unique ways,” said Chris Sleat, Workbench CEO.  “By collaborating on events like the Workbench Day of Innovation, the League of Innovative Schools is fostering the ongoing transformation of school culture.”

 

 

Learn more about Workbench, League of Innovative Schools 2016 Fall Meeting, Baltimore County Public Schools andCity Garage.

 

 

About Workbench

Workbench’s mission is to partner with ed-tech hardware companies to create online learning communities called workbenches.  These workbenches foster an engaged community where users can interact with the company and with one another to share programs, lessons and experiences in order to drive interactive, hands-on learning in the classroom. In addition, the fully integrated and custom learning management system within Workbench allows teachers to assign lessons and monitor student progress.

 

Workbench has partnered with some of the preeminent names in the education technology field including Sphero and SparkFun Electronics.  For more information, visit www.workbenchplatform.com.

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The New Reality for College Students: Earning a Bachelor’s Degree Takes 5 to 6 Years and Students Attend Multiple Institutions

 

“Families and policymakers need to plan accordingly for this new reality”

 

HERNDON, VA (Sept. 19, 2016) – Today’s college student earns his or her bachelor’s degree in five to six years, according to a new nationwide report by the National Student Clearinghouse Research Center. The Research Center analyzed the college pathways of more than two million students who completed an associate or bachelor’s degree in 2014-15, regardless of how long it took them to finish.

 

Bachelor’s degree earners take 5.1 academic years, on average. The average length of active enrollment for bachelor’s degree earners from four-year public institutions is 5.2 academic years of full-time equivalent enrollment over a span of 5.6 calendar years. Students graduating from four-year private nonprofit institutions took slightly less, 4.8 academic years over 5.4 calendar years. It takes 5.8 academic years for students attending four-year private for-profit institutions, whose enrollments stretch across 8.8 calendar years. Meanwhile, students earning an associate degree took 3.3 academic years of enrollment, on average, spanning 5.6 calendar years. See Figure 1 in the report for a visual comparison.

 

This report, “Time to Degree,” captures all associate and bachelor’s degree earners, regardless of how long it took them, and provides a comprehensive view of student success overall, in particular, non-traditional students. By looking backward to identify enrollment patterns well beyond the standard time limits of 150 percent of normal program length, the report captures a more complete picture of student experiences, including many who didn’t finish until long after the official graduation rates stopped being counted.

 

“Today’s student enrollment patterns are markedly different from what has long been perceived as normal, and these non-traditional behaviors have a dramatic effect on time to degree,” said Doug Shapiro, Executive Research Director, National Student Clearinghouse Research Center. “Each additional term or semester has the potential to increase the cost to the student, both through foregone earnings and additional tuition expenses. Yet, spells of part-time enrollment and non-enrollment often enable students to mitigate these effects by combining earning and learning. Families and policymakers need to plan accordingly for this new reality.”

 

Other findings include:

 

  • Half of all bachelor’s degree earners from four-year public institutions took more than five academic years’ worth of active enrollment to finish their degrees.

 

  • Students who participated in dual enrollment during high school shortened their time for an associate degree by half an academic year, or about a full semester of enrolled time.

 

  • A quarter of all bachelor’s earners from any institution, more than 370,000 graduates, did not finish within six calendar years.

 

  • Nearly two-thirds of bachelor’s degree earners and more than 80 percent of associate degree earners had at least some part-time enrollments. For associate degree earners, going part-time more than doubled the average number of years between starting and finishing. For bachelor’s degree earners, it added more than two years.

 

  • Women who were older than 20 when they started college took the longest to receive an associate degree, 7.2 calendar years from start to finish. They spent 8.8 calendar years, on average, for a bachelor’s degree.

 

  • Multiple-institution attendance patterns are prevalent among all degree earners, regardless of the length of active enrollment. For example, 64 percent of bachelor’s degree earners from four-year public institutions attended more than one institution before finishing.

 

The data for this report were drawn from the StudentTracker® and DegreeVerify℠ services administered by the National Student Clearinghouse®, which tracks more than 3,600 postsecondary institutions and 96 percent of college enrollments nationwide across all postsecondary institutions, including: two-year and four-year institutions, public and private institutions, and nonprofit and for-profit institutions.

 

About the National Student Clearinghouse® Research Center™

 

The National Student Clearinghouse Research Center is the research arm of the National Student Clearinghouse. The Research Center collaborates with higher education institutions, states, school districts, high schools, and educational organizations as part of a national effort to better inform education leaders and policymakers. Through accurate longitudinal data outcomes reporting, the Research Center enables better educational policy decisions leading to improved student outcomes. To learn more, visit http://nscresearchcenter.org.

 

 

 

 

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