Mary Gifford's picture

Data Privacy: What to Know and Policy Considerations

There is a growing need to provide parents with timely, relevant data to make informed choices regarding schooling options. Data is also needed by educators to personalize instruction. Data may be useful to organizations to drive improvements in overall instruction more quickly than previously possible.

Data privacy has received increased attention in the past few years, largely because of the increased availability of data and collection requirements.

As a company that serves teachers, schools and families across the country, we value the opportunity to use data. For instance, we can review student Algebra exams across 40 states to determine if there are curriculum or instruction issues. This data allows school leaders to see that most students missed question number 3 on an exam, which indicates either a problem with the question or the way material is presented through the online portal. For example, if students in Mr. Smith’s class all missed question number 3, then we know there is an instruction issue.

To successfully navigate through data privacy issues, it’s important to consider existing policies and safeguards in place.

These safeguards include several significant and far-reaching policies such as the Family Educational Rights and Privacy Act (FERPA), Children’s Online Privacy Protection Act (COPPA) and Protection of Pupil Rights Amendment (PPRA). These policies describe rights afforded to parents/families, restrict access to data, and define the purposes for which data may be collected and used. Additionally, there are laws, policies and practices at the state and local levels that define state- and school-level business practices.

As lawmakers consider data privacy laws this year, there is a complicated balancing act they must perform. Laws and policies need to strike the appropriate balance between:

  • Provision of relevant, timely information to parents to allow them to participate in state-level school choice options
  • Opportunities to personalize learning, forge data-driven innovation and improve instruction products
  • Obligations to ensure local flexibility, transparency and governance, capacity and training
  • Responsibilities to safeguard the collection, use, and distribution of student and family information
     

At its core, strong data privacy legislation inventories what type of data is being collected, avoids unnecessary collection, ensures data remains close to the student, strongly defines parental access, and develops security plans.

There are, however, additional nuances to consider:

Jeff Kwitowski's picture

Beware of Perverse Incentives Limiting Choice in Education

A very interesting debate is occurring among school choice supporters, in particular within the charter school community, regarding enrollment practices among public charter schools.  A recent op-ed in the Wall Street Journal puts the issue front and center. 

Authored by two school choice proponents in N.Y., the op-ed throws light on how many charter schools are intentionally restricting enrollment but boasting about better results on state tests.

“But the charter sector has long avoided a difficult truth:  Most charter enrollment policies distort market forces and explicitly limit choices for families at certain grade levels.  In fact, most charters squander an opportunity to give the highest-need students access to the highest-quality education by failing to backfill empty seats.”

They go on:

“Why would charters schools not want to serve as many students as possible?  Perverse incentives.”

You can read the full piece here.

The authors explain how these perverse incentives – relentless focus state-mandated test scores – create restrictive enrollment policies.  By controlling enrollment, a school can maintain the “illusion of success” by, in effect, filtering out students who were not succeeding, while keeping those who are engaged and achieving good results on state tests, and not granting access to new students who are less likely to be proficient on state tests and more likely drive down the school’s overall performance rating.  Charters that put in place these enrollment controls tend to produce better results, but leave more students-- including those most in need-- stuck on waiting lists.  

Who is pushing these perverse incentives that result in less access to choice schools?  

Ironically, it’s been driven by the very policymakers and organizations that claim to be the strongest champions of educational choice. 

Mary Morganti's picture

My Experience as a Full-time Online Intervention Teacher

Like most online educators, I began my instructional career in a brick and mortar classroom, teaching K-3 grade levels over a period of 5 years. My switch to become a virtual educator was partially due to relocation for my family, but largely as a result of looking for a way to broaden my teaching experiences. Currently, as an early literacy, Tier 3 Reading Intervention Specialist for California Virtual Academies (CAVA) – a network of online charter schools serving students across the state – I interact predominantly with K-5 students, Learning Coaches, and other CAVA teachers across California on a daily basis.

Having had the opportunity to teach in both learning environments, I’m often asked to compare my current role as an online educator to my experience as a teacher in a traditional classroom setting. I believe that both settings have their individual merits when the student’s physical, emotional, and educational needs are a priority in deciding on the appropriate learning environment. Regardless of the classroom setting there are many responsibilities I have as an educator, but the commonality between these two spaces is my role to guide and support students’ journeys to becoming proficient readers.

Specifically, as an intervention teacher I identify each student’s areas of deficiency in their reading acquisition skillset and the data I obtain is used to set a specific goal to measure their progress. In an effort to ensure each student meets or exceeds their specified goal, I develop and execute a learning plan tailored to their individual needs. Fundamentally, this often involves working through a progression that can be frustrating at times for students; however the data driven instruction, tools, and techniques I employ to help each student overcome these hurdles are the same regardless of the classroom setting.  Although the classroom environment may be different between the virtual versus physical classroom, the end goals of knowledge and proficiency remain constant.

 

Frequently, I hear concerns regarding the perception that the lack of physical presence, afforded by a traditional classroom, prevents virtual educators from establishing connections with their students. In reality, as an intervention specialist I have the opportunity to work with my students in a small group setting each day. Within my classes, I have the ability to have individual ‘break out sessions’ which allows for uninterrupted one-on-one interaction between a single student and myself just as any teacher would work individually with a student in the brick and mortar classroom environment. Adding to this is the ability to consistently interact and work with students’ Learning Coaches in workshops, weekly classes, and open office hours in addition to the regular communication regarding their student’s progress. My relationship with each family is very close as we work together to provide the best learning environment and support for each student. 

Ashley Collier's picture

K12 Rings In National School Choice Week

Today, students from Newark Prep, a blended public charter school in New Jersey, rang the opening bell at the New York Stock Exchange to celebrate the official start of National School Choice Week. Newark Prep students were joined by Andrew Campanella, President of National School Choice Week, educators from K12 Inc., and national school choice leaders.

National School Choice Week is the largest celebration of school choice in America raising awareness about the benefits of providing education options for all children and empowering parents with choice.

Throughout the week, over 11,000 events highlighting the importance of school choice will take place in the U.S. K12 and its school partners are participating in National School Choice Week events across the country in Arizona, California, Colorado, Florida, Ohio, South Carolina, Texas, and many other states.

Ashley Collier's picture

The Greater Washington Dance Center Launches The Academy for Elite Dancers & Athletes; Student-Athlete Program to use K12 International Academy

The Greater Washington Dance Center will launch a comprehensive instructional program, The Academy for Elite Dancers & Athletes (The Academy EDA) through the K12 International Academy beginning fall 2015.

The Academy EDA will open for enrollment beginning fall 2015 for both dancers and athletes, grades 6-12 seeking flexibility in their schedule to support their learning needs. The Academy EDA will host, on campus, The K12 International Academy – a fully accredited, NCAA-approved, online college preparatory high school program.

K12 International Academy is a fully accredited, private online school serving students in all 50 states and more than 70 countries around the world. The school combines curriculum, academic services, and support to families to meet the diverse need of students.

Through The Academy EDA students will have the opportunity to study through a certification program for graduates to become a NASM (National Association of Sports Medicine) certified trainer.  For dancers, The Academy EDA offers the highest level of professional dance training in Northern Virginia, with classes in ballet, modern, jazz, regular workshops, strength and flexibility training, and courses in nutrition, kinesiology, anatomy, and sports psychology.

For more information on The Academy for Elite Dancers and Athletes, visit http://www.theacademyeda.com/ or visit K12 International Academy.

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