The document summarizes research conducted on Detroit parents as school shoppers. A door-to-door survey of 1,073 households with 1,699 school-aged children was conducted to learn about their school shopping behaviors. Key findings included that 71% of parents shopped for schools, with most starting in late spring and deciding in the summer. Academic performance, safety, and programs were top factors considered. Over half spoke to other parents when choosing schools. Ever shoppers tended to consider multiple options and rely on social networks for information.
Harness the Power of Digital Learning with GamingJulie Evans
Dr. Julie Evans presented key findings from Project Tomorrow's Speak Up research on digital learning. The research found that students, educators, and parents agree that new types of learning experiences are needed to prepare students for the future, such as game-based learning, maker spaces, and experiential learning. Students want learning that is social, untethered, and digitally rich. They are interested in learning skills outside of school that will help their future plans and are taking control of their own educational destinies. Teachers are increasingly using digital games and content in the classroom, which research shows increases student engagement, addresses different learning styles, and helps students develop critical thinking skills.
Trends in Digital Learning and community engagementJulie Evans
This document summarizes key findings from two reports by Project Tomorrow based on their Speak Up 2015 research on digital learning trends. The first report focuses on personalizing learning and found that 46% of K-12 schools have implemented blended or competency-based models. Principals saw benefits like increased engagement but challenges in educating parents and ensuring access. The second report examines digital communication expectations and found parents prefer texting and apps for school updates. Both reports emphasize preparing students for future success through technologies that enhance teaching and learning.
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
This document summarizes a workshop on using games and coding to engage girls in STEM learning. The workshop explored using games to gain a new understanding of gender sensitivity in digital content. Attendees played a variety of games, evaluated them for gender sensitivity, and discussed how to create new opportunities for girls in STEM learning. The document provided data from a large study on girls' interests in STEM careers and technology skills, showing differences from boys and declining interest over time.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
The document discusses insights from Project Tomorrow's Speak Up Research on K-12 students' perspectives on learning. Some key points:
- Most students are assigned Chromebooks in school and use Google tools weekly, taking online tests. Over 3/4 use digital media and watch videos for class.
- Many students say they learn more from videos than reading and prefer online classes. They use various digital tools outside of school for self-directed learning.
- Students see benefits of technology in engagement, skills development, and personalized learning. Their preferences reflect wanting control over their learning and learning at their own pace.
- Environments like work experience, additional languages, and problem-solving help develop college and career
Harness the Power of Digital Learning with GamingJulie Evans
Dr. Julie Evans presented key findings from Project Tomorrow's Speak Up research on digital learning. The research found that students, educators, and parents agree that new types of learning experiences are needed to prepare students for the future, such as game-based learning, maker spaces, and experiential learning. Students want learning that is social, untethered, and digitally rich. They are interested in learning skills outside of school that will help their future plans and are taking control of their own educational destinies. Teachers are increasingly using digital games and content in the classroom, which research shows increases student engagement, addresses different learning styles, and helps students develop critical thinking skills.
Trends in Digital Learning and community engagementJulie Evans
This document summarizes key findings from two reports by Project Tomorrow based on their Speak Up 2015 research on digital learning trends. The first report focuses on personalizing learning and found that 46% of K-12 schools have implemented blended or competency-based models. Principals saw benefits like increased engagement but challenges in educating parents and ensuring access. The second report examines digital communication expectations and found parents prefer texting and apps for school updates. Both reports emphasize preparing students for future success through technologies that enhance teaching and learning.
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
This document summarizes a workshop on using games and coding to engage girls in STEM learning. The workshop explored using games to gain a new understanding of gender sensitivity in digital content. Attendees played a variety of games, evaluated them for gender sensitivity, and discussed how to create new opportunities for girls in STEM learning. The document provided data from a large study on girls' interests in STEM careers and technology skills, showing differences from boys and declining interest over time.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
The document discusses insights from Project Tomorrow's Speak Up Research on K-12 students' perspectives on learning. Some key points:
- Most students are assigned Chromebooks in school and use Google tools weekly, taking online tests. Over 3/4 use digital media and watch videos for class.
- Many students say they learn more from videos than reading and prefer online classes. They use various digital tools outside of school for self-directed learning.
- Students see benefits of technology in engagement, skills development, and personalized learning. Their preferences reflect wanting control over their learning and learning at their own pace.
- Environments like work experience, additional languages, and problem-solving help develop college and career
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
This document summarizes a presentation by Julie Evans from Project Tomorrow about key findings from their Speak Up research project regarding students and digital learning. Some of the main points made in the presentation include:
- Project Tomorrow conducts an annual national survey called Speak Up to understand students', teachers', parents', and others' views on digital learning. Over 500,000 people participated in 2014.
- Key findings from the research show that students see themselves as digital advance teams and want more personalized, digitally-rich learning environments that allow them some control. However, there remains a digital disconnect between students and adults.
- Students have near-ubiquitous access to mobile devices and use them extensively to support their learning both in
The K-12 Student Vision for Personalized Learning and STEM EducationJulie Evans
The document summarizes key findings from a report on personalized learning with mobile devices and social media. It finds that mobile devices and social media are enabling more personalized learning for students and educators. It also finds that increased parental support for mobile learning is changing discussions, though changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices and that the future of mobile learning depends on a shared vision for personalized learning.
Student Attitudes Toward Content in Higher Education - Tech Forum 2014 - Len ...BookNet Canada
This document summarizes the findings of a survey on student attitudes toward course materials in higher education. Some key findings include:
- Over 50% of students have taken a course using an Integrated Learning System like WileyPlus or Pearson Mastering. However, only about 1/3 of faculty report being likely to use these systems.
- While most students still prefer print textbooks, digital textbook purchases have risen in recent years and now account for over 30% of acquisitions. Convenience of digital materials and lower prices are driving more students online.
- Piracy and acquiring international or scanned versions of textbooks remains common among students, with over 40% reporting such behavior. However, faculty see even higher rates of illicit
Ten Things About Digital Learning and StudentsJulie Evans
The document summarizes key findings from the 2013 Speak Up national research project on students and digital learning. Some of the main points include:
- Students now have ubiquitous access to mobile devices like smartphones and tablets, both for personal use and some school-provided devices. They use these for schoolwork in various ways, from research to collaborating with classmates.
- Students' technology use outside of school exceeds what is currently utilized for learning. They want more personalized, digitally-rich, and socially-based learning opportunities that leverage tools like video, online learning, and games.
- While students are generally careful about their digital footprints, they see value in curating a positive online presence. They also want
Parents’ Conflicting Views on Personalized Learning vs. Screen TimeJulie Evans
This document summarizes a presentation by Dr. Julie Evans of Project Tomorrow about parents' conflicting views on personalized learning and screen time. It finds that while parents support technology skills and digital learning tools in school, concerns about too much screen time have grown. This creates a debate between personalized learning and screen time. Reasons for this conflict include parents' own social media use, negative media stories, and changes since their own school experiences. Messaging should highlight how personalized learning develops skills for the future.
Project Tomorrow conducted the annual Speak Up research project in 2017 to collect feedback from K-12 stakeholders on digital learning. Over 400,000 students, teachers, parents, and administrators provided input. Key findings included that more students have access to mobile devices at school, with 31% assigned a personal device. Teachers reported using online content and apps most frequently and needing more planning time and support to integrate technology effectively. Parents strongly support technology use in schools and see it as important for their child's future success, but their greatest concern is uneven technology use between teachers.
- Speak Up is an annual national research project that collects data through online surveys from K-12 students, teachers, parents, and administrators to understand perspectives on 21st century learning and education technology.
- Over 1.3 million individuals from over 18,000 schools have participated in Speak Up since 2003, providing insights into technology access and use, digital skills, and preferences for teaching and learning tools.
- Key findings show a "digital disconnect" between how students live and learn, with students considering themselves more advanced technology users than teachers and desiring more technology access and skills development at school.
- Speak Up is an annual national research project that collects data from K-12 students, teachers, parents, and administrators about issues related to 21st century learning and education technology. Over 1.4 million participants have been surveyed since 2003.
- Key findings from the survey data show a "digital disconnect" between how students learn and live, and how technology is used in schools. Students are highly engaged with technology outside of school but face obstacles to using it for learning.
- Students advocate for more access to technology at school, especially laptops for individual use. They believe technologies like educational games could make learning more engaging and help them learn difficult concepts. If given the chance, students would design games focused on real-
Speak Up 2012 Research and Trends: Enabling Technologies & Sticky WicketsJulie Evans
The document discusses findings from the Speak Up research project regarding trends in educational technology use from the perspectives of students, teachers, parents and administrators, including enabling technologies like digital content, online learning and mobile devices, as well as challenges or "sticky wickets" in realizing a new vision for digital learning. Key opportunities and barriers related to technology adoption, online assessment, teacher training needs, and differing views on the importance of ed tech are also examined.
Speak Up Congressional Briefing Oct 20 2021Julie Evans
This briefing discussed the findings of the Speak Up 2020-21 research project. It highlighted how the pandemic accelerated changes in education including increased focus on equity, student engagement, and empowerment. Key insights included that most schools now provide devices and internet access to all students, but true equity is about more than just access. The briefing also found that while students say learning is important, only half feel engaged in their current schoolwork. Students desire more real-world learning experiences and choice in how they learn. The panel discussion with students emphasized the need to build upon lessons from the pandemic to create a better future focused on empowering students.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
Educators Rising California and Mock High SchoolJulie Evans
This document summarizes an event for the Educators Rising California and Mock High School CTE Conference held in Rancho Mirage, CA. It provides an overview of Educators Rising, which aims to cultivate interest in teaching careers among students. It describes Mock High School, where high schoolers teach lessons to elementary students. The document outlines presentations on Project Tomorrow, a nonprofit focused on education technology, and the growing teacher shortage in California. It details the resources Educators Rising California offers chapters, including competitions, conferences, and support for future teachers.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
This curriculum was developed in 2021 for junior medical staff at Al-Azhar University to teach online skills. It aims to replace traditional education with online education. Needs assessment found a lack of online teaching experience and skills among staff. The goals are to qualify staff in online platforms, techniques, and evaluation. Educational strategies include lectures, discussions, and demonstrations to develop knowledge, skills, and positive attitudes. Implementation will start with a pilot and then expand training over 9 months. Evaluation includes pre-and post-tests to assess improvements in skills and achievement of objectives. The curriculum will be reviewed annually and revised based on assessments.
CAI Addresses Challenges of Inner City Education via CAI Learning Academymilutim
This slideshare provides some background info on the challenges of inner city education and how one private company in Pennsylvania is addressing these challenges in their own backyard.
Computer Aid, Inc. (CAI) has created a full-day elementary school in inner city Allentown, one that is fully funded and staffed by Computer Aid, Inc. (CAI), and that offers the private school experience at no cost to those children who are most at risk in our community. The mission of our school, the CAI Learning Academy, is to leverage forward-thinking technology-driven instruction that will make learning more efficient and effective and equip students with the skills necessary for life after graduation. We are determined to provide a solid academic foundation for our students by teaching the fundamentals of reading, writing, and math using innovative strategies in a blended learning environment. We are also focused on providing opportunities that educate, inspire, and nurture students to be self-motivated, life-long learners who are socially and personally responsible citizens. Children at CAI Learning Academy enjoy small classes, personalized instruction, and many electives such as yoga, music and even chess. Stephen Covey's "Leader in Me" philosophy guides us in everything we do. Visit the school at www.cailearningacademy.org
The survey was conducted between December 8-14, 2012 among 1,098 Jordanian university, community college, and high school students ages 15-24. It found that 62% of youth reported being happy or very happy, though 31% felt neutral. Nearly half cited family/friends and material wellbeing as happiness sources, while 27% cited study/educational problems as unhappiness sources. Regarding education, over half of university students were satisfied with their academic choice but only 22% with their university environment. High school students gave low satisfaction ratings for teaching methods and school environment. Overall, the survey assessed Jordanian youth's wellbeing, education experiences, career aspirations, leisure activities, and civic engagement.
Breaking Down Why Indiana Parents Choose Their SchoolsEdChoice
We break down the responses of Indiana school parents from all sectors to a survey—developed by EdChoice and conducted by Hanover Research—that aims to measure what motivates them to choose K–12 schools, their children’s schooling experiences, their awareness of school choice options, their satisfaction levels and the goals they set for their children’s education. Flip through to gather the key findings you need to know from this new research.
Get the full report at www.edchoice.org/WhyINParentsChoose
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
This document summarizes a presentation by Julie Evans from Project Tomorrow about key findings from their Speak Up research project regarding students and digital learning. Some of the main points made in the presentation include:
- Project Tomorrow conducts an annual national survey called Speak Up to understand students', teachers', parents', and others' views on digital learning. Over 500,000 people participated in 2014.
- Key findings from the research show that students see themselves as digital advance teams and want more personalized, digitally-rich learning environments that allow them some control. However, there remains a digital disconnect between students and adults.
- Students have near-ubiquitous access to mobile devices and use them extensively to support their learning both in
The K-12 Student Vision for Personalized Learning and STEM EducationJulie Evans
The document summarizes key findings from a report on personalized learning with mobile devices and social media. It finds that mobile devices and social media are enabling more personalized learning for students and educators. It also finds that increased parental support for mobile learning is changing discussions, though changing teacher practices remains a challenge. Additionally, many schools are exploring student-owned devices and that the future of mobile learning depends on a shared vision for personalized learning.
Student Attitudes Toward Content in Higher Education - Tech Forum 2014 - Len ...BookNet Canada
This document summarizes the findings of a survey on student attitudes toward course materials in higher education. Some key findings include:
- Over 50% of students have taken a course using an Integrated Learning System like WileyPlus or Pearson Mastering. However, only about 1/3 of faculty report being likely to use these systems.
- While most students still prefer print textbooks, digital textbook purchases have risen in recent years and now account for over 30% of acquisitions. Convenience of digital materials and lower prices are driving more students online.
- Piracy and acquiring international or scanned versions of textbooks remains common among students, with over 40% reporting such behavior. However, faculty see even higher rates of illicit
Ten Things About Digital Learning and StudentsJulie Evans
The document summarizes key findings from the 2013 Speak Up national research project on students and digital learning. Some of the main points include:
- Students now have ubiquitous access to mobile devices like smartphones and tablets, both for personal use and some school-provided devices. They use these for schoolwork in various ways, from research to collaborating with classmates.
- Students' technology use outside of school exceeds what is currently utilized for learning. They want more personalized, digitally-rich, and socially-based learning opportunities that leverage tools like video, online learning, and games.
- While students are generally careful about their digital footprints, they see value in curating a positive online presence. They also want
Parents’ Conflicting Views on Personalized Learning vs. Screen TimeJulie Evans
This document summarizes a presentation by Dr. Julie Evans of Project Tomorrow about parents' conflicting views on personalized learning and screen time. It finds that while parents support technology skills and digital learning tools in school, concerns about too much screen time have grown. This creates a debate between personalized learning and screen time. Reasons for this conflict include parents' own social media use, negative media stories, and changes since their own school experiences. Messaging should highlight how personalized learning develops skills for the future.
Project Tomorrow conducted the annual Speak Up research project in 2017 to collect feedback from K-12 stakeholders on digital learning. Over 400,000 students, teachers, parents, and administrators provided input. Key findings included that more students have access to mobile devices at school, with 31% assigned a personal device. Teachers reported using online content and apps most frequently and needing more planning time and support to integrate technology effectively. Parents strongly support technology use in schools and see it as important for their child's future success, but their greatest concern is uneven technology use between teachers.
- Speak Up is an annual national research project that collects data through online surveys from K-12 students, teachers, parents, and administrators to understand perspectives on 21st century learning and education technology.
- Over 1.3 million individuals from over 18,000 schools have participated in Speak Up since 2003, providing insights into technology access and use, digital skills, and preferences for teaching and learning tools.
- Key findings show a "digital disconnect" between how students live and learn, with students considering themselves more advanced technology users than teachers and desiring more technology access and skills development at school.
- Speak Up is an annual national research project that collects data from K-12 students, teachers, parents, and administrators about issues related to 21st century learning and education technology. Over 1.4 million participants have been surveyed since 2003.
- Key findings from the survey data show a "digital disconnect" between how students learn and live, and how technology is used in schools. Students are highly engaged with technology outside of school but face obstacles to using it for learning.
- Students advocate for more access to technology at school, especially laptops for individual use. They believe technologies like educational games could make learning more engaging and help them learn difficult concepts. If given the chance, students would design games focused on real-
Speak Up 2012 Research and Trends: Enabling Technologies & Sticky WicketsJulie Evans
The document discusses findings from the Speak Up research project regarding trends in educational technology use from the perspectives of students, teachers, parents and administrators, including enabling technologies like digital content, online learning and mobile devices, as well as challenges or "sticky wickets" in realizing a new vision for digital learning. Key opportunities and barriers related to technology adoption, online assessment, teacher training needs, and differing views on the importance of ed tech are also examined.
Speak Up Congressional Briefing Oct 20 2021Julie Evans
This briefing discussed the findings of the Speak Up 2020-21 research project. It highlighted how the pandemic accelerated changes in education including increased focus on equity, student engagement, and empowerment. Key insights included that most schools now provide devices and internet access to all students, but true equity is about more than just access. The briefing also found that while students say learning is important, only half feel engaged in their current schoolwork. Students desire more real-world learning experiences and choice in how they learn. The panel discussion with students emphasized the need to build upon lessons from the pandemic to create a better future focused on empowering students.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
Educators Rising California and Mock High SchoolJulie Evans
This document summarizes an event for the Educators Rising California and Mock High School CTE Conference held in Rancho Mirage, CA. It provides an overview of Educators Rising, which aims to cultivate interest in teaching careers among students. It describes Mock High School, where high schoolers teach lessons to elementary students. The document outlines presentations on Project Tomorrow, a nonprofit focused on education technology, and the growing teacher shortage in California. It details the resources Educators Rising California offers chapters, including competitions, conferences, and support for future teachers.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
This curriculum was developed in 2021 for junior medical staff at Al-Azhar University to teach online skills. It aims to replace traditional education with online education. Needs assessment found a lack of online teaching experience and skills among staff. The goals are to qualify staff in online platforms, techniques, and evaluation. Educational strategies include lectures, discussions, and demonstrations to develop knowledge, skills, and positive attitudes. Implementation will start with a pilot and then expand training over 9 months. Evaluation includes pre-and post-tests to assess improvements in skills and achievement of objectives. The curriculum will be reviewed annually and revised based on assessments.
CAI Addresses Challenges of Inner City Education via CAI Learning Academymilutim
This slideshare provides some background info on the challenges of inner city education and how one private company in Pennsylvania is addressing these challenges in their own backyard.
Computer Aid, Inc. (CAI) has created a full-day elementary school in inner city Allentown, one that is fully funded and staffed by Computer Aid, Inc. (CAI), and that offers the private school experience at no cost to those children who are most at risk in our community. The mission of our school, the CAI Learning Academy, is to leverage forward-thinking technology-driven instruction that will make learning more efficient and effective and equip students with the skills necessary for life after graduation. We are determined to provide a solid academic foundation for our students by teaching the fundamentals of reading, writing, and math using innovative strategies in a blended learning environment. We are also focused on providing opportunities that educate, inspire, and nurture students to be self-motivated, life-long learners who are socially and personally responsible citizens. Children at CAI Learning Academy enjoy small classes, personalized instruction, and many electives such as yoga, music and even chess. Stephen Covey's "Leader in Me" philosophy guides us in everything we do. Visit the school at www.cailearningacademy.org
The survey was conducted between December 8-14, 2012 among 1,098 Jordanian university, community college, and high school students ages 15-24. It found that 62% of youth reported being happy or very happy, though 31% felt neutral. Nearly half cited family/friends and material wellbeing as happiness sources, while 27% cited study/educational problems as unhappiness sources. Regarding education, over half of university students were satisfied with their academic choice but only 22% with their university environment. High school students gave low satisfaction ratings for teaching methods and school environment. Overall, the survey assessed Jordanian youth's wellbeing, education experiences, career aspirations, leisure activities, and civic engagement.
Breaking Down Why Indiana Parents Choose Their SchoolsEdChoice
We break down the responses of Indiana school parents from all sectors to a survey—developed by EdChoice and conducted by Hanover Research—that aims to measure what motivates them to choose K–12 schools, their children’s schooling experiences, their awareness of school choice options, their satisfaction levels and the goals they set for their children’s education. Flip through to gather the key findings you need to know from this new research.
Get the full report at www.edchoice.org/WhyINParentsChoose
Challenges in Mobile Teaching and Safety – A Case Study, Birgy Lorenz and Kai...birgylorenz
This study examined the increasing use of mobile devices by students and the challenges it poses for schools. A survey found that students' mobile phone use skyrocketed between 2009 and 2012, while teachers and parents lacked the skills and policies to guide appropriate usage. Schools struggled to develop BYOD policies and provide technical support. While mobile tools showed educational potential, students and teachers required training on e-safety, responsible use, and leveraging mobile technologies for learning. Recommendations included developing e-safety training, improving school broadband access, clarifying responsibilities between schools and parents, and closing the digital skills gap between students and educators.
Building Your Transfer Outreach Action PlanGil Rogers
Recent data from University Business indicates that over half of higher ed administrators anticipate an increase in transfer student enrollment in the coming years. With the continued growth of opportunity comes the increased importance in differentiating your institution.
More and more transfer student recruitment is becoming a critical part to how institutions achieve their enrollment goals. However, traditional practices for finding and engaging transfer students don’t always work.
Leveraging online tools, colleges and universities can save time, save money, and recruit smarter by focusing on three main strategies:
-- Find students actively researching you or are a best fit match based on their profile
-- Leverage retargeting to focus ad impressions on students actively researching you at the height of their interest
-- Utilize mobile and social outreach to build your brand on the specific community college campuses and students you are trying to reach
This presentation uncovers recent research that uncovers how and where prospective transfer students research and prefer to be in contact with the 4-year colleges they are considering.
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?bbridges51
This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
This document provides guidance for parents on key aspects of the college experience that have changed compared to previous generations as well as tips for long-distance parenting of college students. It discusses the rise in student debt and new majors/skills needed for careers. Parents are encouraged to set clear expectations around academics and finances but also allow their children independence to learn from experiences. Regular communication is important while respecting student privacy laws.
Pink or Blue: Examining Gender Sensitivity in GamesJulie Evans
This document summarizes a workshop on examining gender sensitivity in games. The workshop included an introduction, setting context with research findings, reviewing gender terminology, and playing games. Research from over 415,000 K-12 students found some differences in how girls and boys use technology for learning. For example, more boys rated their tech skills as advanced, while more girls were interested in STEM programs. The workshop also discussed evaluating games for gender sensitivity and stereotypes.
Julie Evans of Project Tomorrow discussed developing stakeholder responsive vision statements for new digital environments. She examined research from the Speak Up survey showing parents want schools to teach skills for college and careers but have concerns about too much screen time. Evans presented a case study approach to craft vision statements that address these inconsistencies by focusing on parents. Participants worked in pairs to develop 35-word statements appreciating parent views while explaining digital vision values. Evans recommended messaging emphasizing skill development, personalized learning, and extended learning beyond textbooks.
The document summarizes key findings from a survey of teachers who participated in the 2009 Design for Giving program in India. Some of the main findings include:
- The majority (70%) of participating teachers were from privately held schools located in major cities.
- Highest participation was from grades 6-9 and most teachers were female (74%).
- Nearly half of teachers said their main reason for participating was for students to learn about community needs.
- Environmental issues were the most commonly addressed community projects.
- Teachers found helping students with their ideas and the actual work most enjoyable, while documentation was least enjoyable.
- Most teachers felt the resources provided were sufficient and were surprised by their students' strengths in addressing
A review of the 2014 E-expectations of High School Seniors and Their Parents as presented at HighEdWeb 2014 on 10/20/14 by Stephanie Geyer (Noel-Levitz) and Lance Merker (OmniUpdate)
The Future of University Education: On Campus vs. OnlinePulsePoint Group
This presentation is based on a national survey conducted by PulsePoint Group from May 23-27, that asked 1,500 high school graduates, college graduates, and post-graduate degree holders their opinions of and experiences with online learning. Results indicate that online efforts will grow, especially in some sectors, but won’t replace the on-campus experience.
The document summarizes key findings from Project Tomorrow's national research on blended learning outcomes. It discusses trends identified in the research including that learning is now a 24/7 endeavor for students and self-directed collaborative learning is preferred. A case study on Poudre School District Global Academy finds improved student achievement, growth, and teacher effectiveness with their blended model. Lawrence Public Schools' implementation focuses on student achievement, engagement, teacher effectiveness, and parental support.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
The document discusses student preferences for learning environments and technology use based on two studies. The ECAR study found that 75% of students say technology helps them achieve academically and 70% learn most in blended environments. The PLU MISO study found 56% of students have laptops and that students want instructors who use technology and train them to use it. The document then discusses the benefits of blended learning, including improved instructional design, engagement, and learning opportunities. It summarizes a meta-analysis finding blended learning has advantages over fully online or face-to-face courses in areas like performance and satisfaction.
Collective Impact through STEM for National Youth Serving OrganizationsGabrielle Lyon
This presentation was part of a workshop facilitated by Gabrielle Lyon for a convening of representatives from five national youth-serving organizations: YMCA, Big Brothers Big Sisters, Girls Inc, 4-H and Boys and Girls Clubs. The organizations are considering a national collective impact project centered on bringing STEM to underrepresented youth and increasing the number of young people they serve.
General presentation of the Attendance Collaborative. It reviews the Guide to Achieving Excellent Attendance, whic is our roadmap for supporting our partner schools in improving their attendance strategies.
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
Similar to Detroit Parents as Shoppers Research (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. 2
Project Team
• Practical Political Consulting/Marketing Resource
Group
▫ Develop sample process
▫ Do the door to door survey
• Qwaku & Associates
▫ Research design
▫ Focus group facilitation
▫ Data analysis
▫ Final report
• Martin Waymire Advocacy Communications
▫ Coordinate activities
3. 3
Research design
• Traditional phone survey not possible
• Needed to go door to door
• PPC developed random sample of 500 census
blocks
• Screened for children
• Survey teams visited 292 blocks during summer
2011
• Gathered data on 1,073 households, 1,699
children
• Survey found focus group potentials
4. 4
Unprecedented data about family
school shopping behavior
• 1,073 families; 1,699 school age children
• Sample looks much like we would expect based
on census, other sources of information
• Would never have obtained this relevant a
sample using any other methods
• Can be broken into zip code, other geographic
and demographic cohorts
5. 5
Race and Ethnicity
DPS 11/2009 2010 Census Our
Student ages 5 -19 sample
Census
African 88 83.9 85.2
American
Latino 8.3 8.4 8.6
White 2.5 4.6 2.6
6. 6
Respondents household income
All Assigned DPS
$10,000 or less 27.4% 31.3%
$10,000 - 20,000 25.6% 30.7%
$20,000 - 30,000 15.1% 12.6%
$30,000 - 50,000 21.0% 16.8%
$50,000 or more 10.8% 8.6%
7. 7
Respondents education attainment
All Assigned DPS
Less than High School 15.3% 20.3%
High School/GED 29.7% 32.1%
Some post secondary/ 29.1% 29.3%
No degree
Associates Degree 15.2% 12.4%
Bachelors Degree or more 10.5% 5.9%
8. 8
Respondents access to vehicles
Car Access %
All or nearly all the time 79.6
Sometimes 13.3
No access 7.1
9. 9
Respondents time at address
Time at Current Address %
Less than six months 4.7
Six months to a year 5.6
A year to three years 23.9
Three years to five years 27.2
Five years or more 38.6
10. 10
Survey Answered Key Questions:
• How many parents are shopping for schools in
Detroit, allowing school managers to efficiently
provide options for children?
• What are the socio-demographic characteristics of
school shoppers?
• When and how do parents shop for schools?
• What do parents look for in a school?
• What are the likely barriers to shopping for some
families?
• How can interested stakeholders better serve all
school shoppers?
12. 12
Profile of shoppers
• Veteran: Have enrolled child in an alternative
to assigned Detroit public schools in the past
and present, and reported that they are highly
likely to consider multiple
options, public, charter or private.
• Emerging: Currently have a child in an
alternative to assigned DPS, but did not report
shopping for schools in the recent past.
13. 13
Profile of non-shoppers
• Potential: Never shopped for alternatives, but
have characteristics that predict future school
shopping.
• Unlikely: Never shopped; do not display
characteristics that predict school shopping in
the future.
14. 14
Breakdown of Detroit shoppers
4 Types of School Shoppers
Veteran
59%
Emerging,
12%
Potential
8%
Unlikely,
21%
15. 15
What market looks like today
Current school attending Percent
Assigned Detroit Public School 55.0
Detroit public magnet school 5.1
Public charter school 22.5
Public school outside of Detroit 15.2
Private or home school 2.5
16. 16
What market looks like today
Current school PreK- 6-8 9-12
attending 5
Assigned Detroit Public 55.2 % 44.1 % 60.4 %
School
Detroit public magnet 2.4 9.3 6.6
school
Public charter school 27.3 26.7 12.8
Public school outside of 13.7 16.5 16.9
Detroit
Private or home school 1.3 3.4 3.3
18. 18
Who decides about school?
• Mothers 58%
• Fathers 23%
• Students 7%
• Other relative 6%
19. 19
When are decisions made?
• Parents generally shop for schools between
May and August.
• Most parents begin the school shopping
process during the late spring and make their
final decision during the summer.
• Non-shoppers begin the process later; many do
not make final decision until just before school
starts.
20. 20
What do respondents think about their
children’s schools?
Item Very Sat Dis Very
Sat Dis
In General 34.9 % 51.8 % 7.6 % 5.6 %
Teacher Quality 34.8 53.3 7.5 4.4
Academic Performance 38.0 48.4 9.4 3.7
Safety & Discipline 38.6 45.0 10.9 8.1
Interaction with Parents 38.1 46.3 10.1 5.4
Accommodate student 35.0 49.0 10.4 5.7
needs
Extracurriculars 35.4 47.7 10.5 6.4
Location/Transportation 40.5 46.1 8.6 4.8
21. 21
What do parents shop for?
“Top 3” characteristics combined
Characteristic %
Academic performance 61.3
Safety and discipline 49.9
Academic program 45.3
Extra-curricular activities 37.2
Convenient location 32.8
School and class size 16.1
Transportation 12.4
Other 33.3
22. 22
What do parents shop for?
Most important characteristic
Characteristic %
Academic performance 39.8
Safety and discipline 14.8
Academic program 12.9
Convenient location 10.0
Extra-curricular activities 9.0
School and class size 5.7
Transportation 3.3
Other 4.5
23. 23
What do parents shop for?
What can help your child succeed?
Characteristic %
None: Children are doing their best 11.0
Better quality teachers 17.2
Better quality school 15.8
Extra tutoring 14.9
Smaller class sizes 8.9
After school/extracurricular program 9.2
Improved discipline 9.2
Better school facilities 7.4
Language assistance 3.2
Other 3.2
24. 24
High School Students Influence
Shopping Decisions
• 11.7 percent of high school students were the
primary decision maker about the school they
attend
• High school students value a school’s theme,
advanced placement courses or programs, a
college-readiness focus, internships or workplace
visits and safety.
• Receiving literature in the 8th grade, attending
open houses motivated them to choose schools.
25. 25
Sources of information when
shopping
• 61% of respondents said they spoke to other
parents when choosing a new school for their
child.
• 49% said they said considered school
performance (reputation)
• 38% said they attended a school fair
• 31% said they obtained information from some
other source such as a website or school guide
26. 26
Willingness to travel
Farthest distance willing to travel %
Up to a mile 19.0
Up to three miles 27.3
Up to eight miles 24.0
Eight miles or more 28.9
Other 0.8
27. 27
Focus group conversations
• Combined “Veteran” and “Emerging” shoppers
into an “Ever” shopper category
• Potential
• Unlikely
• Did a separate group with Latino parents in SW
Detroit
28. 28
Ever shoppers
• Tend to look at three or more schools before
making a decision
• Start shopping process earlier (May/June) and
complete earlier (August)
• Reputation counts highly, particularly among
long-time residents
• Use friends, family, other parents as info sources
29. 29
Ever shoppers
• Emphasize importance of teachers and
connection with them
• Test scores/grades not as important
• Homework can be as important a measure as
grades or test scores
30. 30
Some parents know what they want
• Ever and potential shoppers knew the kind of
school they wanted for their child before or
during selection process
• Unlikely shoppers tended to figure it out after
child was enrolled
31. 31
Defining quality? All said:
• Safe and secure environment; good discipline
• Active communications with parents
• Good teachers
• Small class sizes/one-on-one attention
• High academic standards and performance
32. 32
Some interesting comments
• 2/3rd of Potential/Unlikely focus group
participants said union representation
important
▫ Only 1/3rd of Ever shoppers
• Security is tricky
▫ Some parents said metal detectors/uniformed
guards are off-putting
33. 33
Resources that might help
• Widespread feeling little up-to-date objective
information available
• Web is a tool – but not meeting needs
• School visits seen as important, but
appointments a problem
34. 34
Barriers to Shopping:
Two Types of Non-Shoppers
• Those who are unhappy with their children’s
schools but were not aware of or confident in
the other options available to them.
• Those who are generally aware of other options
and who are not particularly satisfied with their
child’s current school but are either very loyal
to DPS or face resource constraints that
prohibit them from pursuing alternatives.
35. 35
Recruitment Challenge:
Loyalty to Failing Schools
• High degree of satisfaction with current school
• Fear that high achieving schools won’t prepare
students to be tough enough for city living.
• Loyalty to teachers unions
36. 36
What Will Help Parents Shop?
• Parents want to have mentors who can help
them navigate the shopping process. We should
connect veteran shoppers with emerging and
potential shoppers.
• Potential shoppers were especially interested in
visiting schools and observing teaching and
learning.
37. 37
Opportunities Challenges
These families are eager to find the best
Veteran educational opportunities for their
children.
59% New school operators must help this group
• Wolf Stewart page 5
better understand quality schools.
These families appear to be eager to shop, particularly
Emerging for public schools. They conduct a limited search and
seek schools with characteristics commonly associated
with private or high performing public schools – small
12% class sizes, high academic standards and safety.
With better information about quality
Potential educational options for their children and
adequate support to pursue them, these
8% families are very likely to consider new
school options.
For a variety of reasons, including lack of
reliable information, transportation and family
Unlikely resources, and loyalty to DPS, most members
of this group currently lack motivation and
21% wherewithal to pursue new school options for
their children.
Michigan Future Schools President Louis Glazer assembled a team to determine how best to do the research, and then how to analyze the data obtained. Marketing Resource Group, a Lansing communication firm with a strong polling operation, and Practical Political Consulting, a Lansing firm that does political list procurement and survey work, developed a process for drawing a good sample of blocks that teams could go door to door to during the summer of 2011, asking an extensive battery of questions. The work went well; most families were very interesting in participating and eager to provide information that could help improve schools in the city.Qwaku & Associates were engaged to develop the questionnaire, and then analyze the results and prepare a final report. The firm has researched shopping habits within Milwaukee and the District of Columbia, particularly among charter school families.Martin Waymire Advocacy Communications, which has worked with Michigan Future on a variety of projects, helped coordinate activities.
The team early on decided that traditional phone survey work would not be helpful, given the large number of Detroit families who are not using landlines today. Practical Political Consulting randomly selected 500 census blocks from around the state, and then used its data bases to determine which were unlikely to have children due to commercial development, abandoned housing, government facilities and other factors. Survey teams were send to 292 blocks, and ended up gathering data from 1,073 households, with 1,699 children. We asked those surveyed if they would be willing to participate in follow up focus groups. Many said yes.We determined at the end of this process that Southwest Detroit had been under sampled, and developed a process to obtain surveys from additional families there, along with focus group participants.This summary will use words like “households” and “parents” for the sake of brevity. Many of those who participated were grand parents or other care givers. The goal of the process was to reach the primary decision maker who determined where the child or children in the home attended school.
The results of this process is an unprecedented wealth of data about family school shopping behavior in a large American city. The Qwaku team reported that in their literature searches, nobody has tried to gain this degree of insight using door-to-door techniques with such an extensive battery of questions. As we reviewed the data at the end of the process and compared it to Census, Detroit Public School and other sources, we found that our efforts to gain a representative sample of the city’s families with school children had worked. We have retained some information that helps us break the information down to geographic areas smaller than the city as a whole, which should be useful for school leaders who are interested in the characteristics of a particular neighborhood.This overview is intended to give a flavor of the kinds of information available in the rich flow of data obtained through the survey and subsequent focus groups. That data is the important piece of the project.
One key factor in determining the validity of the sample is to see if it matches other known data about the school age population in the City of Detroit. Race and ethnicity was one measure we used; our sample was appropriate.
We asked respondents to estimate their household income. In a phone sample, we believe we would have missed many low income families. The door-to-door method was an important improvement over that. We are also able to sort the data in a way that lets us compare, for instance, those families who are sending a child to the “assigned” Detroit public school that would have been the norm in the past to the full sample – or to charter schools, or to DPS magnet schools, or to public schools outside of the city of Detroit. This chart shows that those families sending a child to the “assigned DPS” schools tend to have lower income than the sample as a whole.
We have collected a substantial amount of demographic information on those who participated in the study. This chart looks at the education attainment of the sample as a whole, and compares it to those families who are sending a child to the assigned DPS school in their neighborhood. It shows those who have children in an assigned DPS school tend to have lower education attainment.
As noted, we have information on a large number of key matters that could assist in understanding parent behavior or how best to reach a parent. Access to a vehicle is important if a family would like to send a child to a school not within walking district. This shows nearly 80 percent of parents say they have access to a vehicle all or nearly all the time.
We also asked how long families have been at their current address. Less than 40 percent of families in this survey have been at their current location for five or more years.
The demographic information is only the start of data obtained from the survey. Our goal was to answer these questions.
By looking at where parents said their children were attending school at present or had attended school in the past, we were able to determine that 71 percent of Detroit households had some degree of experience in shopping for a school. In other words, at least one of their children was currently or had been in a school other than the traditional “assigned DPS” school that they would otherwise be attending.
Using several questions, the researchers assigned respondents into four categories, two for “shoppers” and two for “non-shoppers.” Veteran shoppers are those who have demonstrated clear evidence that they are ready to look for the school they think can meet their children needs. Emerging shoppers have a child in an alternative to their assigned DPS school, but haven’t shopped recently.
Non-shoppers also were put into two categories: Those who haven’t shopped in the past, but indicated a “potential” to consider alternative schools in their answers, and those who have not and are “unlikely” to shop in the future.
We found 59 percent of shoppers are veterans, ready and able to put their children into alternative schools.Emerging shoppers made up 12 percent of the sample. Added together, that makes 71 percent of Detroit families ready to consider alternatives to the traditional assigned Detroit Public School in their neighborhood.Potential and unlikely shoppers added up to 29 percent of those interviewed.
Looking at students, it turns out that while 71 percent of families have showed willingness to shop, 55 percent of students in this sample were still in their assigned DPS school. This is an indication that some families may choose a non-traditional school for one or more of their children while still sending a child to the local assigned DPS school – or that some parents may have tried an alternative, but moved a child back into their assigned DPS school. Still, 45 percent of Detroit children in this survey were enrolled in an alternative school, with charter schools and public schools outside of Detroit the two most important options selected.
The richness of the data available can be seen by our ability to break it into school areas. This can be of assistance to school leaders who are at elementary, or a junior high only school, for instance. The move by most charter schools in to the elementary and junior high school grades is readily seen in this chart. One can also see that the older a student is, the more likely he or she will be attending a public school outside of the city.
The survey examined a number of issues that help us better understand parents as shoppers: What they are doing now, what they say they are looking for in a school, some insights into how and when they make the important decision of what school their children will attend.
In the City of Detroit, mothers are the key decision makers in where a child will attend school.
Parents tend to shop for school in the late Spring and Summer. We found that those we defined as “Shoppers” move more quickly in their research and decisions; those who are “Non-shoppers” tend to wait until later.
Most Detroit parents report they are satisfied with their children’s current school, with more than 85 percent reporting they are “very satisfied” or “satisfied.” They also seem to be pleased with teacher quality, and with the academic performance of the schools their children are attending.
We asked parents to give us three characteristics they use to select a school. Academic performance was clearly the leader, followed by safety and discipline and academic program.School and class size and transportation fell down in this list.
Then we asked parents to select just the most important of those three characteristics. When forced to focus on just one issue, academic performance was the clear leader. Extra curricular activities, school and class size and transportation were lower priorities.
We wanted to know what parents thought could best help their children succeed. Better quality teachers and schools led the list.
High school students are somewhat important decision makers in the school selection process, with 11.7 percent of families saying their high school student made the choice of which school he or she attended.
To reach parents with a marketing effort, it is important to know where they get their information on school selection. Other parents are key, as is school performance and reputation. School fairs were used by 38 percent of families.
Parents say they are quite willing to travel relatively long distances to put their child in a school that meets their needs, with more than half saying they will travel more than three miles.
We asked parents whether they were willing to participate in focus groups to help better understand their decision making processes. We ended up combining those who were “Veteran” and “Emerging” shoppers into an “Ever” shopper focus group. We also had focus groups of “Potential” and “Unlikely” shoppers.Due to language issues and other factors, we did separate focus groups of Latino parents in Southwest Detroit.
Those we called “Ever” shoppers told us they were rather intense about their decision making, looking at three or more schools, starting early to ensure they could get children into schools that may have a waiting list, and seeking to place their children into schools with good reputations.
These shopping parents also said they wanted their children in schools where teachers were making connections with them and their children. There seemed to be a level of distrust about test scores and grades. Having children bring home a certain level of homework was an important indicator of a school’s quality to these parents.
The “Ever” and “Potential” focus groups indicated they went into the school shopping process with a set of goals in mind – they kinds of schools they wanted for their children.The “Unlikely” shoppers, by contrast, seemed to be less focused, and were more likely to decide whether a school was good or not for their child only after they had been enrolled for a certain time and had experienced the school.
All of the parents shared some indicators of quality schools:Safe with good discipline.Active communication between parents and teachers and administrators.Quality teachers.Small class sizes that allowed close teacher-student interaction.And high academic standards and performance.
Focus groups also provide some interesting insights that are worth considering. For instance, two-thirds of those parents in the “Non-shopper” category said that they thought it was important that teachers be represented by unions; that was far less a concern for “Ever” shoppers.While security ranked high among concerns of all parents, some are put off by schools that use metal detectors or have uniformed guards.
The focus group participants generally felt at sea in their efforts to make decisions. They indicated they felt they had little access to up-to-date, objective information. The web was used, but parents said they felt it was not meeting all their needs. And while school visits are important tools in making decisions, parents said they sometimes had trouble making an appointment to tour the school of their choice.
The focus groups and other data provide insights into those who are choosing not to choose – the “Non-shoppers.”One group doesn’t like their child’s current school – but say they don’t have information about alternatives, or lack confidence in those alternatives.Another group is not pleased with their current school situation, but remain loyal to the Detroit Public School system. Or they may face constraints, such as transportation, that bind them to their local DPS school.
Some parents say they are satisfied with the quality of their local schools. Others are worried that moving their children from their local school will make their children less prepared for life in Detroit. And as noted earlier, some are loyal to teacher unions as a positive entity.
What can help turn “Non-shoppers” into “Shoppers?”Parents said they want mentors who know how to navigate the process. Linking parents who have already been engaged in the process of shopping to those who have not could be a good tool.Schools need to be more open to allowing parents in to observe how they work, gaining confidence of “Non-shoppers.”
A host of challenges – and opportunities – are revealed in this study. Each group has its own traits and characteristics waiting for school operators to better engage them into the process of shopping for a school. The Michigan Future Schools data should help those interested in reaching parents do a better job of helping them find the right school for their students, to provide better educational opportunities for Detroit students.