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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

Greater Good Science Center • Magazine • In Action • In Education

Our Best Education Articles of 2022

Our most popular education articles of 2022 explore how to help students feel connected to each other and cultivate character strengths like curiosity and humility, amid the many stressors and pressures that young people are facing today. They also offer support for educators’ and school leaders’ well-being, and reflect on hopes for transformative change in education. 

If you are looking for specific activities to support your students’ and colleagues’ social and emotional well-being in 2023, visit our  Greater Good in Education  website, featuring free research-based practices, lessons, and strategies for cultivating kinder, happier, and more equitable classrooms and schools. For a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, consider our suite of self-paced  online courses  for educational professionals, including our capstone course,  Teaching and Learning for the Greater Good . Or join one of our new communities of practice that focus on educator well-being, offering space for rest, reflection, togetherness, and hope—and some science, too!

Here are the 12 best education articles of 2022, based on a composite ranking of pageviews and editors’ picks.


Six Ways to Find Your Courage During Challenging Times , by Amy L. Eva: Courage doesn’t have to look dramatic or fearless. Sometimes it looks more like quiet perseverance.

Calm, Clear, and Kind: What Students Want From Their Teachers , by Jenna Whitehead: Researchers asked students what makes a caring teacher—and these same qualities may help support your well-being as an educator.

How to Help Teens Put Less Pressure on Themselves , by Karen Bluth: Self-compassion can help teens who are struggling with toxic perfectionism. Five Ways to Support the Well-Being of School Leaders , by Julia Mahfouz, Kathleen King, and Danny Yahya: Burnout rates are high among principals. How can we fight burnout and promote self-care?

How to Help Your Students Develop Positive Habits , by Arthur Schwartz: Small habits repeated regularly can help students cultivate character strengths like patience, gratitude, and kindness.

Can We Make Real, Transformative Change in Education? , by Renee Owen: A new program is preparing leaders to facilitate systemic change in education in order to better serve all students.

Five Ways to Help Students Feel Connected at School Again , by Jennifer de Forest and Karen VanAusdal: According to students themselves, they are yearning for opportunities to connect with friends and peers as they head back to school.

How to Prepare for the Stresses of College , by Erin T. Barker and Andrea L. Howard: Researchers explain the most common causes of stress and distress at college, and what students can do to thrive during a big life transition.

How Humility Can Make Your Students the Best People Ever , by Vicki Zakrzewski: Simple ways for educators to help students move from “me” to “we.”

Four Ways to Inspire Humble Curiosity in Your Students , by Amy L. Eva: Humility and curiosity can encourage students to be passionate about learning and open to others’ perspectives.

What Middle Schoolers Can Teach Us About Respect , by Sara E. Rimm-Kaufman and Lia E. Sandilos: Teens are developing a nuanced understanding of what respect means. Here are some ideas for cultivating more of it in the classroom.

Why Teachers Need Each Other Right Now , by Amy L. Eva: Here are four simple ways to find social support as an educational professional.

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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

Related items

• Future of education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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What Is the Purpose of School?

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This story is part of a special project called Big Ideas in which EdWeek reporters ask hard questions about K-12 education’s biggest challenges and offer insights based on their extensive coverage and expertise.

Very early on in the COVID-19 pandemic, in March 2020, I wrote a story to mark the shuttering of almost every single public school in the nation . It concluded on a hopeful note about a possible wake-up call regarding the incredible number of invisible ways schools serve 50 million children and their families that often go unappreciated.

“There is the specter of a rejuvenation in Americans’ attitudes toward schools, or at least a recognition that the role they play as a provider of social services is indispensable, and possibly even that those functions ought to be reinforced so that schools aren’t left alone to face future crises,” I concluded.

It hasn’t exactly worked out that way.

Instead, there are rumblings that schools could be standing on less solid civic footing than they were before the pandemic—at least when measured by the most tangible factor available: enrollment. It has notably declined, even as home schooling has increased and school choice advocates work to expand tax-credit scholarships and other programs , partly in response to schools’ perceived failings.

What in fact reemerged in public discourse is a long-standing debate that’s often papered over in K-12 education: Americans, including our educators, are divided on what they believe schools’ core role should be.

Is it to convey knowledge and information and prepare students for their futures? Is it to provide guaranteed child care so that the economy can hum along? Is it to provide indispensable welfare services?

How to balance these functions appropriately is a question that will probably never be definitively answered to the approval of all. But it is a key one for districts to revisit as they decide what to do with a mammoth, but time-limited infusion of federal funding.

After all, how districts choose to spend that money serves a symbolic role as well as reflects how they’ve weighed the question of their core role. It conveys what they value, how they plan to reach it—and, importantly, what they feel they can manage.

In part, this tension is reemerging because families depended on schools during the pandemic in large numbers and in big ways. Arguably, they were perhaps the only real infrastructure we had to reach 50 million students and their families. But what we also learned, if we hadn’t already, is that that infrastructure is stretched, creaky, and, yes, not particularly efficient.

Consider, for example, schools’ remarkable shift to remote learning programs in the space of just a few months. Most schools offer one-to-one programs, devices, or internet access—despite the United States’ pointed failure to invest in broadband as a public utility .

And many will be shouldering the responsibility for seamless online learning in perpetuity, especially because of the concerns wrought by the Delta variant.

Schools also rapidly expanded the other social services they offered. Thousands of them used school lunch flexibility to expand the distribution of school meals. Others set up home-visiting programs and knocked on doors to find missing students, and still others are trying to coordinate housing in response to an epidemic of homelessness .

A recent EdWeek Research Center survey showed just how far-reaching some of these services are. It found that 63 percent of administrators reported that their district provided or subsidized internet services; 38 percent work in districts or schools that offered food pantries above and beyond their regular school meal programs; 37 percent said the district or school offered health services; and a third provided laundry facilities.

The pandemic showed the cracks in this network as needs grew more acute and as urgency ran up against schools’ built-in bureaucracies and resources.

Is it fair to ask schools to serve all these roles? More to the point, is it good policy? Is it wise?

Even our nation’s debate over so-called critical race theory (now a thoroughly misappropriated term) points to what the public assumes about schools’ abilities: Believing that schools are capable of widespread indoctrination implicitly means believing that they possess an extraordinary power to teach these things coherently, even though the evidence suggests that core reading, math, and science instruction, even within the same school, lacked cohesion from grade to grade before the pandemic.

So, here I ask: Is it fair to ask schools to serve all these roles? More to the point, is it good policy ? Is it wise ?

School systems are by the very way they’re set up—via local boards with built-in turnover—slow to adapt to new roles. If society expects schools to take them on, we need to consider how to do it well.

The expanding role of schools into the largest social-welfare providers in the country is not a new phenomenon, according to education historians like Campbell Scribner, who teaches at the University of Maryland.

They point out that the transformation of U.S. schools from centers of teaching and learning into places that serve social-welfare functions accelerated between 1900 and 1930, even as other national policies like universal health care did not gain traction.

This is partly the result of the intellectual foundations of U.S. welfare policy, which were—and continue to be—structured by centuries-old ideas of dividing the “deserving” and the “undeserving” poor. Children fall into the first category—so much so that many programs, from the first cash-aid welfare program in 1935 through the recently expanded Child Tax Credit, are directly aimed at them.

Most of these school-based additions, like health centers, nurses, and social workers, have ultimately proved to be broadly popular with the public, even though they were all controversial at the time.

Less commonly understood, though, is that schools didn’t shed the responsibilities they already had during this expansion. And as politicians have scaled back supports for other social programs, the resulting challenges—drug epidemics, vaping, gun violence, severe weather events, a pandemic—have been foisted by default on schools.

The massive decline in referrals to child-welfare agencies during the pandemic testifies to the extent to which schools play an important role in protecting children via the multiple lines of view they have on them. But this surveillance cuts both ways, too, as the debate about school policing and racism in schools underscores .

If anything, the pandemic added yet another duty to the school district’s roster, that of epidemiologist. At least initially, state officials passed the buck on issues like masking and social distancing , forcing 14,000 districts with little health experience to make consequential health choices—and to endure furious backlash.

What is the best way to integrate academics and social services?

If you have gotten this far, you probably agree with me that it’s imperative, 18 months after COVID-19 changed the world, to consider anew the fundamental question of what schools are for.

We might, as a starting point, agree that academic learning should be their key function. And we might also agree that students will face difficulty learning if they are not fed, clothed, and nurtured. But we have to think about how schools can do all that they do sustainably and effectively, particularly as they cope with more mandates and expectations from legislators.

For a while, there was a trend both in the federal government and in cities toward interagency collaboration to coordinate an expanding roster of services. These do not, to put it frankly, have a great track record because of the siloed nature of agencies.

In one continually infuriating example, the U.S. departments of Education and Housing and Urban Development still do not agree on a common definition for homelessness, which means cities cannot serve the same populations via the two different funding streams.

Perhaps the most promising model is actually a bottom-up one.

The community schools movement aims to build academic and social-service partnerships on school campuses. And a recent review of 19 studies examining the approach found that on balance, the approach seems to produce academic benefits.

But the research also found that there’s no “concrete recipe” for how to structure these partnerships in ways that consistently produce results, no clear road map on how to deploy funding or personnel. (It’s a truism in education to say that we know the “what” but often lack the “how.” In this case, it applies perfectly.)

I was feeling quite blue about all this as I was researching, but I’m reminded that public schools are also resilient. The culture-war discussions and disagreements about how to reopen safely may be loud right now, but parents generally do value schools’ expansive roles and give their own schools good marks even during the pandemic.

The split among Black and white parents on their trust in schools, however, is a warning sign that this trust is not automatic. It must be carefully nurtured.

The funding is a turning point that we can either build on or one we can waste.

We have an opportunity to do that through the extraordinary $123 billion federal recovery package for schools. The funding is a turning point that we can either build on or one we can waste.

It’s a symbolically important investment, because it signals that there’s still a commitment to public schools. But it’s not really a solution to the definitional problem I’ve been discussing here, so much as it is a stopgap. It could create new dependencies—or expectations—if districts aren’t careful.

At bottom, districts will need to invest in efforts that they can sustain—or use the funding, in part, to launch partnerships with local social-service agencies to make their new investments stretch. They’ll need to devise some kind of organizing structure that doesn’t run up against the silos and dysfunction I’ve outlined above. And they’ll need to begin with an honest assessment of what their schools can do now and what they’ll need help doing in the future.

I know what your question is, and, no, I don’t know what this structure should look like or how it should be governed or staffed.

I do know, though, that it’s imperative to start thinking about one. Because the pandemic won’t be the last major crisis to strain schools—and I, for one, want them to be strong enough to outlast the next one.

A version of this article appeared in the September 15, 2021 edition of Education Week as What Is The Purpose of School?

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About half of Americans say public K-12 education is going in the wrong direction

About half of U.S. adults (51%) say the country’s public K-12 education system is generally going in the wrong direction. A far smaller share (16%) say it’s going in the right direction, and about a third (32%) are not sure, according to a Pew Research Center survey conducted in November 2023.

Pew Research Center conducted this analysis to understand how Americans view the K-12 public education system. We surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023.

The survey was conducted by Ipsos for Pew Research Center on the Ipsos KnowledgePanel Omnibus. The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey is weighted by gender, age, race, ethnicity, education, income and other categories.

Here are the questions used for this analysis , along with responses, and the survey methodology .

A majority of those who say it’s headed in the wrong direction say a major reason is that schools are not spending enough time on core academic subjects.

These findings come amid debates about what is taught in schools , as well as concerns about school budget cuts and students falling behind academically.

Related: Race and LGBTQ Issues in K-12 Schools

Republicans are more likely than Democrats to say the public K-12 education system is going in the wrong direction. About two-thirds of Republicans and Republican-leaning independents (65%) say this, compared with 40% of Democrats and Democratic leaners. In turn, 23% of Democrats and 10% of Republicans say it’s headed in the right direction.

Among Republicans, conservatives are the most likely to say public education is headed in the wrong direction: 75% say this, compared with 52% of moderate or liberal Republicans. There are no significant differences among Democrats by ideology.

Similar shares of K-12 parents and adults who don’t have a child in K-12 schools say the system is going in the wrong direction.

A separate Center survey of public K-12 teachers found that 82% think the overall state of public K-12 education has gotten worse in the past five years. And many teachers are pessimistic about the future.

Related: What’s It Like To Be A Teacher in America Today?

Why do Americans think public K-12 education is going in the wrong direction?

We asked adults who say the public education system is going in the wrong direction why that might be. About half or more say the following are major reasons:

• Schools not spending enough time on core academic subjects, like reading, math, science and social studies (69%)
• Teachers bringing their personal political and social views into the classroom (54%)
• Schools not having the funding and resources they need (52%)

About a quarter (26%) say a major reason is that parents have too much influence in decisions about what schools are teaching.

How views vary by party

Americans in each party point to different reasons why public education is headed in the wrong direction.

Republicans are more likely than Democrats to say major reasons are:

• A lack of focus on core academic subjects (79% vs. 55%)
• Teachers bringing their personal views into the classroom (76% vs. 23%)

In turn, Democrats are more likely than Republicans to point to:

• Insufficient school funding and resources (78% vs. 33%)
• Parents having too much say in what schools are teaching (46% vs. 13%)

Views also vary within each party by ideology.

Among Republicans, conservatives are particularly likely to cite a lack of focus on core academic subjects and teachers bringing their personal views into the classroom.

Among Democrats, liberals are especially likely to cite schools lacking resources and parents having too much say in the curriculum.

Note: Here are the questions used for this analysis , along with responses, and the survey methodology .

• Partisanship & Issues
• Political Issues

Rachel Minkin is a research associate focusing on social and demographic trends research at Pew Research Center .

Key facts about public school teachers in the U.S.

5 facts about student loans, 72% of u.s. high school teachers say cellphone distraction is a major problem in the classroom, u.s. public, private and charter schools in 5 charts, is college worth it, most popular.

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Transforming education systems: Why, what, and how

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Rebecca winthrop and rebecca winthrop director - center for universal education , senior fellow - global economy and development the hon. minister david sengeh the hon. minister david sengeh minister of education and chief innovation officer - government of sierra leone, chief innovation officer - directorate of science, technology and innovation in sierra leone.

June 23, 2022

Today, the topic of education system transformation is front of mind for many leaders. Ministers of education around the world are seeking to build back better as they emerge from COVID-19-school closures to a new normal of living with a pandemic. The U.N. secretary general is convening the Transforming Education Summit (TES) at this year’s general assembly meeting (United Nations, n.d.). Students around the world continue to demand transformation on climate and not finding voice to do this through their schools are regularly leaving class to test out their civic action skills.      

It is with this moment in mind that we have developed this shared vision of education system transformation. Collectively we offer insights on transformation from the perspective of a global think tank and a national government: the Center for Universal Education (CUE) at Brookings brings years of global research on education change and transformation, and the Ministry of Education of Sierra Leone brings on-the-ground lessons from designing and implementing system-wide educational rebuilding.   

This brief is for any education leader or stakeholder who is interested in charting a transformation journey in their country or education jurisdiction such as a state or district. It is also for civil society organizations, funders, researchers, and anyone interested in the topic of national development through education. In it, we answer the following three questions and argue for a participatory approach to transformation:  

• Why is education system transformation urgent now? We argue that the world is at an inflection point. Climate change, the changing nature of work, increasing conflict and authoritarianism together with the urgency of COVID recovery has made the transformation agenda more critical than ever. 
• What is education system transformation? We argue that education system transformation must entail a fresh review of the goals of your system – are they meeting the moment that we are in, are they tackling inequality and building resilience for a changing world, are they fully context aware, are they owned broadly across society – and then fundamentally positioning all components of your education system to coherently contribute to this shared purpose.  
• How can education system transformation advance in your country or jurisdiction? We argue that three steps are crucial: Purpose (developing a broadly shared vision and purpose), Pedagogy (redesigning the pedagogical core), and Position (positioning and aligning all components of the system to support the pedagogical core and purpose). Deep engagement of educators, families, communities, students, ministry staff, and partners is essential across each of these “3 P” steps.    

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Our aim is not to provide “the answer” — we are also on a journey and continually learning about what it takes to transform systems — but to help others interested in pursuing system transformation benefit from our collective reflections to date. The goal is to complement and put in perspective — not replace — detailed guidance from other actors on education sector on system strengthening, reform, and redesign. In essence, we want to broaden the conversation and debate.

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How COVID taught America about inequity in education

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Remote learning turned spotlight on gaps in resources, funding, and tech — but also offered hints on reform

“Unequal” is a multipart series highlighting the work of Harvard faculty, staff, students, alumni, and researchers on issues of race and inequality across the U.S. This part looks at how the pandemic called attention to issues surrounding the racial achievement gap in America.

The pandemic has disrupted education nationwide, turning a spotlight on existing racial and economic disparities, and creating the potential for a lost generation. Even before the outbreak, students in vulnerable communities — particularly predominately Black, Indigenous, and other majority-minority areas — were already facing inequality in everything from resources (ranging from books to counselors) to student-teacher ratios and extracurriculars.

The additional stressors of systemic racism and the trauma induced by poverty and violence, both cited as aggravating health and wellness as at a Weatherhead Institute panel , pose serious obstacles to learning as well. “Before the pandemic, children and families who are marginalized were living under such challenging conditions that it made it difficult for them to get a high-quality education,” said Paul Reville, founder and director of the Education Redesign Lab at the Harvard Graduate School of Education (GSE).

Educators hope that the may triggers a broader conversation about reform and renewed efforts to narrow the longstanding racial achievement gap. They say that research shows virtually all of the nation’s schoolchildren have fallen behind, with students of color having lost the most ground, particularly in math. They also note that the full-time reopening of schools presents opportunities to introduce changes and that some of the lessons from remote learning, particularly in the area of technology, can be put to use to help students catch up from the pandemic as well as to begin to level the playing field.

The disparities laid bare by the COVID-19 outbreak became apparent from the first shutdowns. “The good news, of course, is that many schools were very fast in finding all kinds of ways to try to reach kids,” said Fernando M. Reimers , Ford Foundation Professor of the Practice in International Education and director of GSE’s Global Education Innovation Initiative and International Education Policy Program. He cautioned, however, that “those arrangements don’t begin to compare with what we’re able to do when kids could come to school, and they are particularly deficient at reaching the most vulnerable kids.” In addition, it turned out that many students simply lacked access.

“We’re beginning to understand that technology is a basic right. You cannot participate in society in the 21st century without access to it,” says Fernando Reimers of the Graduate School of Education.

Stephanie Mitchell/Harvard file photo

The rate of limited digital access for households was at 42 percent during last spring’s shutdowns, before drifting down to about 31 percent this fall, suggesting that school districts improved their adaptation to remote learning, according to an analysis by the UCLA Center for Neighborhood Knowledge of U.S. Census data. (Indeed, Education Week and other sources reported that school districts around the nation rushed to hand out millions of laptops, tablets, and Chromebooks in the months after going remote.)

The report also makes clear the degree of racial and economic digital inequality. Black and Hispanic households with school-aged children were 1.3 to 1.4 times as likely as white ones to face limited access to computers and the internet, and more than two in five low-income households had only limited access. It’s a problem that could have far-reaching consequences given that young students of color are much more likely to live in remote-only districts.

“We’re beginning to understand that technology is a basic right,” said Reimers. “You cannot participate in society in the 21st century without access to it.” Too many students, he said, “have no connectivity. They have no devices, or they have no home circumstances that provide them support.”

The issues extend beyond the technology. “There is something wonderful in being in contact with other humans, having a human who tells you, ‘It’s great to see you. How are things going at home?’” Reimers said. “I’ve done 35 case studies of innovative practices around the world. They all prioritize social, emotional well-being. Checking in with the kids. Making sure there is a touchpoint every day between a teacher and a student.”

The difference, said Reville, is apparent when comparing students from different economic circumstances. Students whose parents “could afford to hire a tutor … can compensate,” he said. “Those kids are going to do pretty well at keeping up. Whereas, if you’re in a single-parent family and mom is working two or three jobs to put food on the table, she can’t be home. It’s impossible for her to keep up and keep her kids connected.

“If you lose the connection, you lose the kid.”

“COVID just revealed how serious those inequities are,” said GSE Dean Bridget Long , the Saris Professor of Education and Economics. “It has disproportionately hurt low-income students, students with special needs, and school systems that are under-resourced.”

This disruption carries throughout the education process, from elementary school students (some of whom have simply stopped logging on to their online classes) through declining participation in higher education. Community colleges, for example, have “traditionally been a gateway for low-income students” into the professional classes, said Long, whose research focuses on issues of affordability and access. “COVID has just made all of those issues 10 times worse,” she said. “That’s where enrollment has fallen the most.”

In addition to highlighting such disparities, these losses underline a structural issue in public education. Many schools are under-resourced, and the major reason involves sources of school funding. A 2019 study found that predominantly white districts got $23 billion more than their non-white counterparts serving about the same number of students. The discrepancy is because property taxes are the primary source of funding for schools, and white districts tend to be wealthier than those of color.

The problem of resources extends beyond teachers, aides, equipment, and supplies, as schools have been tasked with an increasing number of responsibilities, from the basics of education to feeding and caring for the mental health of both students and their families.

“You think about schools and academics, but what COVID really made clear was that schools do so much more than that,” said Long. A child’s school, she stressed “is social, emotional support. It’s safety. It’s the food system. It is health care.”

“You think about schools and academics” … but a child’s school “is social, emotional support. It’s safety. It’s the food system. It is health care,” stressed GSE Dean Bridget Long.

Rose Lincoln/Harvard file photo

This safety net has been shredded just as more students need it. “We have 400,000 deaths and those are disproportionately affecting communities of color,” said Long. “So you can imagine the kids that are in those households. Are they able to come to school and learn when they’re dealing with this trauma?”

The damage is felt by the whole families. In an upcoming paper, focusing on parents of children ages 5 to 7, Cindy H. Liu, director of Harvard Medical School’s Developmental Risk and Cultural Disparities Laboratory , looks at the effects of COVID-related stress on parent’ mental health. This stress — from both health risks and grief — “likely has ramifications for those groups who are disadvantaged, particularly in getting support, as it exacerbates existing disparities in obtaining resources,” she said via email. “The unfortunate reality is that the pandemic is limiting the tangible supports [like childcare] that parents might actually need.”

Educators are overwhelmed as well. “Teachers are doing a phenomenal job connecting with students,” Long said about their performance online. “But they’ve lost the whole system — access to counselors, access to additional staff members and support. They’ve lost access to information. One clue is that the reporting of child abuse going down. It’s not that we think that child abuse is actually going down, but because you don’t have a set of adults watching and being with kids, it’s not being reported.”

The repercussions are chilling. “As we resume in-person education on a normal basis, we’re dealing with enormous gaps,” said Reville. “Some kids will come back with such educational deficits that unless their schools have a very well thought-out and effective program to help them catch up, they will never catch up. They may actually drop out of school. The immediate consequences of learning loss and disengagement are going to be a generation of people who will be less educated.”

There is hope, however. Just as the lockdown forced teachers to improvise, accelerating forms of online learning, so too may the recovery offer options for educational reform.

The solutions, say Reville, “are going to come from our community. This is a civic problem.” He applauded one example, the Somerville, Mass., public library program of outdoor Wi-Fi “pop ups,” which allow 24/7 access either through their own or library Chromebooks. “That’s the kind of imagination we need,” he said.

On a national level, he points to the creation of so-called “Children’s Cabinets.” Already in place in 30 states, these nonpartisan groups bring together leaders at the city, town, and state levels to address children’s needs through schools, libraries, and health centers. A July 2019 “ Children’s Cabinet Toolkit ” on the Education Redesign Lab site offers guidance for communities looking to form their own, with sample mission statements from Denver, Minneapolis, and Fairfax, Va.

Already the Education Redesign Lab is working on even more wide-reaching approaches. In Tennessee, for example, the Metro Nashville Public Schools has launched an innovative program, designed to provide each student with a personalized education plan. By pairing these students with school “navigators” — including teachers, librarians, and instructional coaches — the program aims to address each student’s particular needs.

“This is a chance to change the system,” said Reville. “By and large, our school systems are organized around a factory model, a one-size-fits-all approach. That wasn’t working very well before, and it’s working less well now.”

“Students have different needs,” agreed Long. “We just have to get a better understanding of what we need to prioritize and where students are” in all aspects of their home and school lives.

“By and large, our school systems are organized around a factory model, a one-size-fits-all approach. That wasn’t working very well before, and it’s working less well now,” says Paul Reville of the GSE.

Already, educators are discussing possible responses. Long and GSE helped create The Principals’ Network as one forum for sharing ideas, for example. With about 1,000 members, and multiple subgroups to address shared community issues, some viable answers have begun to emerge.

“We are going to need to expand learning time,” said Long. Some school systems, notably Texas’, already have begun discussing extending the school year, she said. In addition, Long, an internationally recognized economist who is a member of the  National Academy of Education and the  MDRC board, noted that educators are exploring innovative ways to utilize new tools like Zoom, even when classrooms reopen.

“This is an area where technology can help supplement what students are learning, giving them extra time — learning time, even tutoring time,” Long said.

Reimers, who serves on the UNESCO Commission on the Future of Education, has been brainstorming solutions that can be applied both here and abroad. These include urging wealthier countries to forgive loans, so that poorer countries do not have to cut back on basics such as education, and urging all countries to keep education a priority. The commission and its members are also helping to identify good practices and share them — globally.

Innovative uses of existing technology can also reach beyond traditional schooling. Reimers cites the work of a few former students who, working with Harvard Global Education Innovation Initiative,   HundrED , the  OECD Directorate for Education and Skills , and the  World Bank Group Education Global Practice, focused on podcasts to reach poor students in Colombia.

They began airing their math and Spanish lessons via the WhatsApp app, which was widely accessible. “They were so humorous that within a week, everyone was listening,” said Reimers. Soon, radio stations and other platforms began airing the 10-minute lessons, reaching not only children who were not in school, but also their adult relatives.

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Consultant, Education Sector, World Bank

Senior Adviser, Education

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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

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What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

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New program will help inmates earn high school diplomas with tablets

FILE - In this image provided by the North Fork Correctional Center in Sayre, Okla., on Tuesday, June 9, 2021, an inmate Byron Robinson works on a tablet, which are being provided for free to Oklahoma inmates as part of a new program by the Department of Corrections. (Lance West/Oklahoma Department of Corrections via AP)

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TALLAHASSEE, Fla. (AP) — A top supplier of digital devices in U.S. prisons is launching a new program to help incarcerated individuals earn a high school diploma by using the company’s tablets.

Advocates say the expansion in virtual education is promising, especially since many inmates lack basic literacy skills . But some advocates have said there are limits to what that prison technology can accomplish.

The company ViaPath, which sells secure devices and telecommunications services for use in the criminal justice system, has announced that inmates across the country will soon be able to enroll in virtual classes through a partnership with Promising People, an education technology company, and American High School, a private online school based in South Florida that will grant the diplomas.

The asynchronous classes will be available for free on ViaPath’s tablets, 700,000 of which the company says are already in use in nearly 2,000 prisons and jails.

“If you get a high school diploma, you get a secondary education along with some trades and skills. The likelihood of you recidivating back into our prisons are very small,” said Tony Lowden, Chief Social Impact Officer for ViaPath. “We believe there’s an opportunity to help men and women come home differently.”

A meta-analysis by the RAND Corporation found that education significantly reduces recidivism, suggesting that every $1 invested in education in prisons could save $4-5 on reincarceration costs.

Lowden said the high school diploma program will offer a more comprehensive education than existing GED courses and provide inmates with greater earning potential once they’re released. The company said it will also offer career and technical education through virtual reality headsets.

ViaPath maintains that its tablets are free for inmates to use and that it won’t charge for the educational programming. Still, prison telecoms is a lucrative industry, with state and local governments signing multimillion dollar contracts for phone services, tablets and apps that inmates can use to call loved ones, stream music or read e-books — for a fee. Charges for those services can rack up quickly for incarcerated individuals who make just 25 cents an hour, if that, according to the Prison Policy Initiative .

After being incarcerated for 11 years in Florida, Ryan Moser knows the conveniences of prison tablets — and the shortcomings.

“There’s a lot of advantages to the tablet. You can study whenever you want,” said Moser, who’s now a freelance journalist and communications consultant.

But using a tablet behind bars isn’t like scrolling on an iPad at home, Moser said. The devices are generally charged or updated at a central kiosk inside the prison, and access can be inconsistent and unpredictable — and is ultimately up to correctional officers.

“I remember it taking four days to get my tablet charged,” Moser said. “If you were a discipline problem or if you were someone that gave them an attitude, they might keep (your tablet) for a week, two weeks.”

Keri Watson heads the Florida Prison Education Project at the University of Central Florida, which offers college-level courses inside prisons. She has questions about the delivery of virtual instruction behind bars but said she’s heartened by efforts to improve access.

“The more programs in as many modalities as possible, the better,” Watson said.

Digital infrastructure has helped prisons continue offering programming at times when volunteers can’t get inside, such as through the COVID-19 pandemic or during a security lockdown.

During the pandemic, Watson said her staff had to shift their in-person classes to virtual instruction through tablets provided by a different company. She said it was a difficult transition.

“The technology was not there,” she said. “So until it can be more like the technology that can be offered to non-incarcerated students, I’m not sure it’s feasible.”

The devices’ functions are limited by design for security purposes. Lowden, the ViaPath official, told The Associated Press that the company’s tablets will not carry notetaking apps due to security risks like inmates communicating covertly.

Still, advocates say inmates desperately need more access to education to prepare them for their release. According to the most recent annual report for Florida’s state prison system, 1,339 inmates earned a GED in 2022, less than 2% of the state’s incarcerated population of more than 80,000 people.

“While participation in educational programming remains optional, overall inmate participation in these programs continues to rise,” the Florida Department of Corrections said in a statement to the AP. “The Department has focused its resources on programming that addresses functional literacy and vocational training.”

In his years as a GED tutor at a state prison near the Florida Everglades, Moser saw the impact that a basic education could have on his fellow inmates.

“I remember seeing the looks on guys’ faces,” Moser said. “Getting into education and accomplishing something there was one of the proudest moments for some of these guys in their life.”

Moser said the virtual high school diploma program could help meet the basic educational needs of inmates and let them sidestep waiting lists for in-person classes. But just like on the outside, he said there’s “no substitute” for incarcerated students being able to sit in a real classroom and learn from a qualified teacher.

___ Kate Payne is a corps member for The Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues.

Schools dealing with hoax threats; 1 sheriff says $20K wasted investigating rumors

by CORY SMITH | The National Desk

(TND) — In the aftermath of the Georgia school shooting about two weeks ago, other schools nationwide have dealt with unfounded threats that tax resources and time.

Hoax threats have popped up in Pennsylvania , Florida , Arizona and elsewhere.

A Florida sheriff decried spending over $20,000 recently investigating hoax school threats.

“This is absolutely out of control, and it ends now,” Volusia County Sheriff Mike Chitwood told reporters. “Fifty-four and counting tips came into (suspicious activity reporting tool) Fortify Florida last night. OK, that means investigators in the school district have been running around the clock to investigate these tips, which are all turning out to be false.”

Broken Arrow schools in Oklahoma sent parents an email Friday about false rumors of violence.

“Despite many different rumors, there have been no specific details, actual evidence, or corroborative information,” the email to parents read. “We believe we are experiencing part of a nationwide trend of false accusations and misinformation intended to disrupt our educational processes and instill fear in citizens across the US.”

The K-12 School Shooting Database tracks swatting calls at schools and shows there were more nationwide in September and October of last year than the rest of the school year. That database doesn’t include fresh data for this young school year.

“I'd be curious to see as data comes in kind of where things stand,” F. Chris Curran , director of the Education Policy Research Center at the University of Florida, said Monday.

“But I think we do know that when it comes to school safety, whether it's threatening incidents or even kind of the perpetration of them, there is unfortunately sometimes kind of a copycat effect,” he said.

When tragedy strikes, as it did at Apalachee High School in Georgia this month, attention rises to school safety, he said.

Uncredible threats can come from students, but they can also come from people who might not even live in a community but want to induce chaos in a vulnerable place like a school, Curran said.

And such threats can be taxing for schools.

“It can take a lot of effort from a school and a lot of resources,” he said.

A swatting incident can be extreme, where a school is locked down amid a heavy police presence.

Those can be scary for students and cause major disruptions to learning.

They can also pull police resources away from real emergencies.

“Luckily, those incidents are probably more limited of the kind of routine day-to-day sorts of threats that schools are dealing with,” said Curran, a former middle school teacher.

Schools have established procedures for dealing with threats or perceived threats.

Sometimes they have to determine the intentionality of an apparent threat from a student that might be just an expression of anger or a misguided attempt at humor.

“The educators and others, as they become aware of that, they need to increasingly feel pressure to take that seriously and try to ensure that it is just that, not a legitimate threat,” Curran said.

Many schools now have threat assessment teams, he said.

Some larger districts have “command centers almost” at the district level with dedicated staff to monitor social media and try to determine which threats are real and which are a hoax.

Schools are both reactive and proactive in their approaches to school safety, Curran said.

But he said sometimes overlooked proactive approaches are arguably more important for maintaining safety. Those can be things like guidance counselors working with students, teachers building strong relationships with their pupils, and clubs that are intended to make school a welcoming place.

But security elements, like fences, locked doors and school police officers, have their place.

Curran said balancing security with minimal disruptions to education is a challenge.

“I think you'll hear people compare some schools to prisons,” he said.

Roughly a quarter of teachers surveyed by the Pew Research Center said they’ve experienced a gun-related lockdown during the last school year.

Department of Education data shows 131 people were killed and 197 were wounded in active-shooter incidents between 2000 and 2022 at the nation’s elementary and secondary schools.

And CNN tracking shows 33 school shootings on K-12 grounds so far in 2024.

“As we see a tragedy like a school shooting occur, you as a school leader or a district leader, you don't want to be the person that dismissed the warning signs to that,” Curran said.

But he maintains that schools remain generally very safe places, particularly compared to some environments that some students may experience outside of school.

Curran said children should be reassured that going to school is safe.

“But at the same time, I think we also have to recognize that we're grappling with a problem nationwide with gun violence, that it's more than just schools,” he said.

U.S. Surgeon General Dr. Vivek Murthy recently issued an advisory on firearm violence , saying it poses an urgent threat to the health and well-being of our nation.

Firearm violence has become the No. 1 cause of death among children and adolescents, more than car accidents or drug overdoses, Murthy said.

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The past two and a half years have brought disruption after disruption to America’s K-12 schools. It’s been … stressful. But these disturbances in our education equilibrium have also given us a chance to step back and ask, “What is school for?”

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Illustration by Chloe Scheffe; photographs by Internet Archive; Lan Gao, via Unsplash, and PediaPress and Mikus, via Wikimedia Commons.