the k 12 program thesis statement

K-12 argument, reasons, evidences, conclusion

The K-12 Program has been brought to attention since its first year of implementation. Critics say that its implementation could only worsen the issue on education in the country. Senator Antonio Trillanes IV, a known critic of the program, said that the country appears to be unprepared for K-12 due to inadequacy in resources, tools, classrooms, etc. (Reyes, 2015). Though some people cannot see its relevance, the K-12 program is still beneficial as it gives a better quality of education, provides job opportunities for high school graduates, and prepares the country for ASEAN Integration.

The K-12 program is still beneficial as it gives a better quality of education. In contrast with the old curriculum, the K-12 program offers a more focused and improved educational system in the country. With the compulsory and mandatory kindergarten education, children at the age of 5 will have time to slowly adjust to their formal education. Moreover, Department of Education (2012) argued that a better understanding of the basic concepts taught will be ensured through the use of mother tongue as the medium of instruction. In addition, with the additional 2 years in high school, students will be given more time to master competencies and skills through the specialized upper secondary education.

Furthermore, the K-12 program provides job opportunities for high school graduates. During their senior high school, students will be able to acquire skills that enable and prepare them for work after graduation. As a result, students may opt not to continue college and may already be eligible for work without earning a college diploma. Parents, who cannot afford college education for their children, are freed from the burden of spending for college just to make their children employable (Forbes, 2012). Graduates also can acquire Certificates of Competency (COCs) and National Certifications (NCs) which does not only allow them to have middle-level skills, but also offers them better opportunities to be gainfully employed inside or outside the country.

Finally, the K-12 program prepares the country for ASEAN Integration. An important pre-condition for the Philippines to integrate with the other ASEAN nations is the K-12 program. With its implementation, the Philippines is now at par with other ASEAN countries’ standard of education. As a result, to this, graduates of K-12 program will be perceived with increased competency and have better global.

Although difficulties and inadequacies may arise, K to 12 program benefits in the long run, are more significant for the country. K-12 is the key to the country’s national development. In achieving its success, cooperation, and support of all is necessary since it does not only improve the quality of education but also the lives of Filipinos.

EVIDENCES 1-

EVIDENCES 2-

EVIDENCES 3-

CONCLUSION-

1 Expert Answer

Shelly H. answered • 04/19/22

Trained Special Education Instructor for 26 years, hold Masters degree

The author believes that the educational system should be changed to the K12 program.

Reason 1- The author claims it provides better education

Reason 2- It would provide employment opportunities for seniors

Reason 3- It would prepare the country for ASEAN integration.

Evidence 1- Students would be better prepared because they would attend school longer.

Evidence 2- Seniors could have midlevel certification to qualify for jobs without having to attend college.

Evidence 3- It would enhance global integration, especially for Filipino people.

This essay is lacking information that would help it be more convincing. For example, the actual K12 program is only vaguely referred to. It should be defined. ASEAN should also be defined. A glaring problem with having students attend school longer is getting their cooperation. Many people feel that kindergarten is too young of an age for children to begin education. These issues should be mentioned and addressed. Finally, explaining exactly how it is is beneficial for Filipino people is not explained thoroughly enough. I believe it still needs some work, but it is a good beginning.

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Perception of Students and their Parents to K-12 Program

Related Papers

Researchers: PIANDO, VERONICA . BALANA, KYLA JOYCE . RITO, KARLA. MAGALONA, BEATRISHA. ALAMIL, CHRISTIAN This research approach will measure the overall effectiveness of the implication of the implementation of the K-12 Curriculum to the Grade 10 students of Divine Word College of Legazpi. It covers how the implementation of K-12 curriculum affects the Grade 10 students of DWCL. Moreover, this study also tackles the advantages and disadvantages of implementing the K-12 Curriculum to the Grade 10 students of DWCL.Specifically; this sought to answer the following questions which are under the statement of the problem 1. What is the extent of the implementation of the K-12 curriculum? 2. What are the problems encountered by the persons who benefited the implementation of the K-12 curriculum? 3. What are the recommendations to the problems encountered? The researchers made use of Quantitative analysis: surveys and questionnaires in order to have a primary source of data. Some of the research devices were also used by the researchers such as books, encyclopedias, magazines, thesis as well as internet for additional information. We are interested to know how the implementation of the K-12 curriculum affects the students especially the grade 10 students. We also want to know the advantages and disadvantages that the K-12 curriculum can give and for us to know if the implementation of the K-12 curriculum by the DepEd is successful as of now The survey questionnaire was divided into three parts ; First, the extent of the implementation of the K-12 curriculum. Second, the problems encountered by the persons who benefited the implementation of the K-12 curriculum. Third, the recommendations to the problems encountered. Through the data gathered from the survey questionnaire , the following conclusion was formulated, 1.) The students that are involved in the study said that the implementation of the K12 program that it is a must, because the primary objective of the program is to improve the quality of education so that, when the students finished the basic education they will be more productive. 2.) The K-12 Program will not only help the students but also our country in terms of Education. 3.) the most important contribution of the program to the students is to improve their abilities, and revolutionized the Philippines in terms of educational attainment. In line with this conclusion, the researchers recommend the following: To Future researchers - looking for better and easiest ways of doing your research papers could have greatly improved your findings. Gathering information could be taken from various sources such as books, encyclopedias, other thesis, and internet. To People - primary and secondary sources could probably give you a big help in order to develop your research papers. Acknowledge the importance of your topics to emphasize the connection of your findings. To Groups - in performing your research papers, communication and cooperation is needed to provide the different information that comes in your group.

Lourd Crisol , Lheigh Dioneda

The Philippines being the only country in Asia with a 10-year basic education cycle has recently shifted to a 12-year cycle just this June of 2012. This curriculum shift is called the K-12 educational policy. This study was thus conceived to determine the attitudes of the major stakeholders of the two rural public elementary schools from Northern Mindanao, Philippines toward this very novel curriculum. Moreover, this seeks to answer the following questions: 1. What is the attitude of the students of Karaos Elementary School and Rufino Santos Sr. Elementary School towards the implementation of the K to 12 program? 2. What is the attitude of the teachers of the two schools to the implementation of the said program? 3. What is the overall attitude of the respondents to the implementation of the program? To answer the above questions, the researchers used survey method as well as personal interviews. The responses were consolidated, tallied and were analysed. Results obtained revealed that majority of the respondents are positive towards the implementation of the program for they believed that the added years will provide them ample knowledge and skills and enable them to become globally-competitive graduates. Further, it was recommended that: (1) The students should continue to pursue their studies despite the change in the curriculum, (2) orientations about the K-12 program should be given to the students for them to be motivated to continue their education, (3) Teachers should find ways for professional growth, especially with the current trends in education for them to be effective in their fields and (4) Future researchers should consider looking into the other aspects of the K-12 curriculum shift such as cognitive preparedness, environmental conditions and others.

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Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This study was conducted in March 2022 to assess the implementation of the K to 12 Curriculum in Panacan National High School, Panacan, Narra, Palawan. A total of 9 Senior High teachers, 152 Senior High parents, and 152 Senior High students from Panacan National High School served as the respondents of the study. Data collection involved the use of a survey questionnaire. Descriptive statistics were used to evaluate the retrieved data. The adoption of the K-12 Curriculum in Panacan National High School received a positive assessment from the senior high teachers there. Both Senior High Parents and students at Panacan National High School gave the K-12 Curriculum implementation in Panacan National High School a favorable review and evaluation.

GEO Academic Journal

Andy N Cubalit

The research looked into the significance of K12 Program as implemented in the Philippines and in Thailand. The scope of this research is delimited to the organizational structure, vision and mission, school system, curriculum and grading systems. The descriptive – comparative method was utilized because the purpose of the study was to find differences and similarities on the implementation of the program in the Philippines and Thailand. The researcher found out that there are similarities and differences with the terms used governance, and, implementation of the K12 Program. Cubalit, Andy Noces (2013) A Descriptive Comparison of K to 12 Program as Implemented in the Philippines and in Thailand. University of the Cordilleras, Baguio City

Philippines. The paper presents the fears and loopholes of the K-12 system and its implementation in the context of the Philippines. Drawing on the current discourse, studies and loud views, the author concludes that if the goal is to improve the nation's student achievement then the real solution is improving the quality of teachers because " Students don't fail, teachers do. " Keywords: K-12 education system. Philippines education reform. Curriculum

Tarhata S . Guiamalon

The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the ...

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This is a Final Requirement in PA 241 (Public Policy and Program Administration), a group output required in the degree Master of Public Administration under Prof. Rodrigo Giducos.

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The implementation of K+12 means larger budget for the Department of Education and more expenditure for the families who will be sending their children to school. K+12 is not only an issue of economics, is more importantly an issue of personal and professional growth and development that will serve as catapult of economic development. This study determined the anticipatory resource management employed by the principals in the different schools of Pangasinan to ensure greater and successful implementation of the K+12 program. The respondents of the study were the 230 out of 539 principals of the different public elementary schools of the six schools divisions of Pangasinan. Results of the study show that the existing physical plant and facilities and instructional resources of the different public elementary schools in Pangasinan do not met the standard requirements set by the Department of Education. There is a great need for the schools to improve their physical facilities and instructional resources to effectively and efficiently implement the K+12 Program. Financial resource is the major problem of the schools with regards to the implementation of the K+12 Program.

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A Position Paper on K-12 Program

A Position Paper on K-12 Program

by: Mark Dave B. Calungsod

Introduction

       The Department of Education (DepEd) has a program which is the K-12 program that covers kindergarten and 12 years of basic education to provide sufficient time for mastery of concept, skills, develop life long learners , and prepare graduates for tertiary education, middle level skills, development, employment, and entrepreneurship.

     According to Hawsnetph(2016), K-12 program is one of the most recent update in the education system of the country(Philippines).

      K-12 program aims to improve every Filipino child with the education he\she needs to compete in global context. The goal of new Curriculum is to give Filipino students enough time to master skills and concept so that they are ready for tertiary education when the time comes. And enhancing the quality of basic education in the Philippines is urgent and critical. But some of Filipino’s people react about the implemented program because parent’s have to shell out more money for the education of their children, the drop-out rate will increase because the Filipino’s students do not have interest to go to school because of 2 extra years, and every family dreams of having a child graduates from college and it will not come true because of K-12 program we’re some of Filipino’s disagree because it’s wasting time and money.The K-12 program give a quality education and enhance the skills but it’s a problem of Filipino,we’re Filipino student’s do not have interest to go in school.

Counter Argument

       1.The poor quality of basic education in the Philippines is reflected in the low achievement scores of Filipino’s student’s.

     =No!!!That’s not true. The quality of education in the Philippines is not poor because it’s helps the student’s, teacher’s, and parent’s to make their dreams come true. The education of the Philippines was a high quality and it has a good goal which Filipino student’s achieve their dreams. Now!!! If  the new curriculum will implemented the number of population of student’s will decrease because of the new curriculum and they have no interest to study and go to school and the low achievement scores of Filipino student’s is not reflect the poor quality of education in the Philippines.

• The K-12 program enhancing the quality of basic education in the Philippines is urgent and critical.

    =No!!! Even without the K-12 program. Education enhancing the quality of basic education because many of Filipino achieve their dreams and have a good life, so it’ reflect the quality of education. The K-12 program is wasting time and money .And K-12 program was a problem on our society today.

    3.The K-12 program give Filipino student’s enough time to master their skills and concept.

   =No!!! The old curriculum of education give time to Filipino student’s to master their skills and concepts ,So the K-12 program focuses on the skills and concept of Filipino student’s which is not good because it has on old curriculum that master the skills and concept of Filipino student’s and K-12 program is not important because the education of the old curriculum was a high quality and I am fully disagree with the K-12 program because it will decrease the number of  population of student’s and parent’s shell out more money for food, money(allowance), and transportation of student’s.

My Argument

     If the K-12 program implemented the number of population will decrease and the drop-out will increase because student’s do not have time to go in school and to study.

According to IsaganiCruz(2014), The drop-out will increase because of the extra 2 years.

The 2 extra years of Education was wasting time and money because parent’s shell out more money for students because of K-12 program.

According to IsaganiCruz(2014), Parent’s have to shell out more money (for food and transportation) of their children.

The K-12 program was destructing in studying  of student’s because it has a lot of requirements.

According to IsaganiCruz(2014), we can do it in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of them. Filipino right now are accepted in prestigious graduate schools in the world ,even with only ten years of basic education.

The K-12 program was wasting time and money. And it is has a big negative impact on our society today. If the K-12 program we’re implemented the student’s do not have time to go to school and do not have interest to study because it added 2 years of study.

The K-12 program must be stopped. We Filipino must have a rally about the K-12 program and we must go to the government to stopped this program and give all the quality of education to the old curriculum and I encourage everyone to have a plan or make a blog\group that against the program of the government because it is not important. It will destruct the study of Filipino student’s and we go to government specially to the Department of Education(DepEd)to stopped this program.

A Position Paper on Issue about the two child policy

by: Ella Zhen A. Banaga

This topic is all about two child policy. A two child policy is a government imposed limit of two child policy allowed per family or the payment of government subsidies only to the first two child .

The goal of two child policy help to ease the over population problems, Certain Exception are in place. A widely accepted policy but their a negative to implement the two child police which is abortion and infanticide rate climb, major gender Imbalance. It depends to the parents on how them to produce child and must be fully responsible.

Two child policy is not enough for the family in every household, because they want more two child, and to control the parents to produce more than five ,but  they must be in a family planning.

Two child policy is not way nor a solution to the rapidly increasing of population in the Philippines. It is an agreement that can destroy freedom and fulfillment of every couple to produce their own family.

1.The two child policy helps to ease the over population problem.

=No!!!That’s not true. The two child policy is not the way to solve the problem of population, it’s family planning ,they don’t have a right to implement the two child policy .

2.Greatly lowered the poverty rate.

=No!!!That’s not true, even that population is increase and our resources is decrease is not the reason to implement the two child policy  because we can maintain the population and we can increase the resources , if we are responsible and we have disciplined to our selves. Implementing  two child policy is a mistaken program.

3.Certain Exception are in place.

No!!!The government  have no right to decide about the child ,if the couple cut the rules,they have no right because only the family will decide about how many child that they produce.

If the two child policy is implemented ,abortion and Infanticide rates climb,because they are follow the rules of the government which is wrong ,So I fully disagree to implement the two child policy.

Major gender Imbalance will occur if the two child policy will implemented because parent’s/couple mostly have a baby boy. So the population of male will increase and the population of a female will decrease because of this law.

High pressure for the child was not be a concerned because we all know that’s parent’s have a responsibilities to care the child.

Two child policy will not be implemented  because it abuse the right of a couple to produce more children. The only way is to  produce more children . Instead of implement that kind of law. The government will give some financial to the family.

A Position Paper on Issue about the K to 12 program

by: Krizza R. Banawan

K to 12 is about the students where in they have or they must study or learn to the K to 12 stages. It’s a stage that consider  us as 1 st   year college and 2 nd   year college  for the grade 12. The K to 12 program is important  to those students that pass the high school level, they were enter this level so that they were learn more or advanced more learning from college topics. If they can pass on K to 12 level they can continue their study  to a college level where in they reserve another four years of study. K to 12 is very helpful for those students because they can get more knowledge or they can get advanced topic from college and also they can improve their skills, performance , and etc. however some of the students have a problem because of allowances.

1.The k to 12 program is wasting time and money and k to 12 program was a problem of our society today.

=No!!!It’s not true..it can developed our skills.

2.K to 12 is decreasing the number of population of students and they have no interest to go to school or study.

=No!!!That’s not true, it encouraging  everyone to go to school.

3.K to 12 don’t  have a project for classroom.

=No!!! Actually the government has a budget for classroom and equipment for the school.

I agree for k to 12 program because the student/s can learn new things.

I agree with that because  it is more good to individual of students.

I agree because its very helpful to them , they can get more knowledge and to improve their skills performance and etc.

I conclude the k to 12 program  was important because they can get more knowledge and to improve their studies to their life.

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Lessons in leadership: Transforming struggling US K–12 schools

In the early 2000s, Washington, DC, had the lowest math and reading achievement scores of any major metropolitan school district in the United States and had suffered years of declining enrollments. 1 Washington, DC, lagged every other large city that took the National Assessment of Educational Progress in 4th grade reading and math in 2003, 2005, and 2007. See “Mathematics and Reading Report Cards at Grades 4 and 8,” Nation’s Report Card, accessed March 2023; Total public school enrollment in Washington, DC, declined from the 1990s until the 2010s, even with the growing charter-school sector. As the charter-school sector grew, DCPS schools continued to shrink. See “Public school enrollment over time,” Office of the Deputy Mayor for Education, accessed March 2023; DCPS enrollment data prior to the mid-2000s is limited and counts may have been inaccurate; enrollment in the mid-1990s was recorded at between 72,000 and 81,000, down from a high of 150,000 in 1970. See C hildren in crisis: The failure of public education in the district , District of Columbia Financial Responsibility and Management Assistance Authority, posted by Washington Post , November 12, 1996. Fast-forward to 2017, and enrollments were increasing along with student performance. During that time, reforms were initiated under two school chancellors, Michelle Rhee and Kaya Henderson. Rhee was the first chancellor to serve District of Columbia Public Schools (DCPS) after the system was placed under mayoral control in 2007. Henderson joined as her deputy chancellor and went on to serve as chancellor from 2010 to 2016.

Under the leadership of both women, DCPS made significant improvements in basic operations, overhauled its talent strategy, implemented new curriculum that aligned to Common Core State Standards and spoke to the whole child, and streamlined accountability. Along the way, Henderson overcame common implementation challenges to successfully sustain momentum from Rhee’s tenure by motivating staff at all levels, engaging stakeholders throughout the city, and maintaining clarity of focus. In an interview with McKinsey’s Emma Dorn, Henderson shares her experiences with achieving lasting improvements in K–12 student outcomes (Exhibit 1). 2 Even with post-COVID-19 declines, academic achievement in Washington, DC, remains well above the early 2000 levels across all National Assessment of Educational Progress tests. See “District of Columbia overview,” Nation’s Report Card, accessed March 2023.

This interview has been edited for length and clarity.

Emma Dorn: What was the state of the DC public school system when you were appointed deputy chancellor under Chancellor Michelle Rhee back in June 2007, and what were your priorities as you came into the system?

Kaya Henderson: At the time, DC Public Schools was the lowest-performing urban school district in the country. 3 “Mathematics and Reading Report Cards at Grades 4 and 8,” accessed March 2023. We were losing thousands of students each year. Public education in DC was in a death spiral, partly because of poor performance but also because of a very robust charter market here in Washington. The public school system had not been innovating, and students were fleeing to charter schools.

There was only one priority in the early days, and that was changing every policy possible to allow us to get, grow, and keep great people.

We created the first office of human capital in any school system in the country. We understood that human resources does one set of things, which is transactional, but nobody in a school district was stepping back to look at the human-capital continuum: recruitment, selection, onboarding, induction, professional development, career ladders, and exits.

We negotiated a teachers’ union contract that completely changed how we were able to hire. We eliminated tenure and seniority, we created a pay-for-performance system, and we created a new teacher evaluation system, called IMPACT. 4 IMPACT: The DCPS Evaluation and Feedback System for School-Based Personnel, District of Columbia Public Schools, accessed March 2023.

Emma Dorn: Did you encounter opposition?

Kaya Henderson: We had a level of political cover that allowed us to be bold. Michelle did a really good job of communicating the narrative: why we were doing what we were doing, engaging in a broader conversation around teacher evaluation, getting national support for what we were doing—and raising money for it.

I was able to then work with our team within the district to hammer out the actual nuts and bolts of the policies and the union contract. Eighty percent of the teachers’ vote ratified the contract. People wanted change.

Eighty percent of the teachers’ vote ratified the contract. People wanted change.

We also had a leadership structure that allowed us to do all those things. I had been working with DC Public Schools for seven years before we came on. None of these people were new to me. I had positive working relationships with folks. In any other school district, it would have taken people a while to build the kinds of relationships that we had already, and that enabled us to just skate and go.

Emma Dorn: In 2010, you were named interim chancellor, then appointed permanently to the job in 2011. Was that a planned evolution?

Kaya Henderson: The interesting thing is, I refused the job, maybe fifty times. I said I would stay as interim chancellor, but my plan was not to be the chancellor of DC Public Schools. They were doing a national search.

Ultimately, I said yes, not because I wanted to, but because a lot of the great teachers and principals who I had spent three and a half years getting, growing, and retaining were literally telling me, “If you stay, we’ll stay.” So, I felt like it was really important for me to stay to maintain the work that we did and to keep our foot on the gas.

Emma Dorn: How did you maintain momentum from Michelle’s tenure as chancellor to yours, and what critical shifts did you make?

Kaya Henderson: When we got to DCPS in 2007, it was a mess and needed to be dismantled. We had 29 data systems and none of them talked to one another. We were paying people who were dead. We needed to break this whole thing apart and put it back together in a new way. And Michelle was a very good leader to help break it up. She’s a fighter and we needed a fighter at that point.

We needed to break this whole thing apart and put it back together in a new way.

The first thing that we did when I transitioned into the role was called the Hopes and Dreams campaign. 5 Kaya Henderson rolled out the “Hopes and Dreams” campaign in 2011 as acting chancellor. See “Collecting ‘Hopes and Dreams’ at DCPS,” blog post by Bill Turque, Washington Post , May 25, 2011. We asked people, “Ten years from now, what should DCPS look like? What are your hopes and your dreams for the district and for your students?” We had an online portal. We had boxes in barbershops, and beauty parlors, and laundromats. And 10,000 people told us what they wanted to see. We took that, crafted a strategic plan and then went back to the community and said, “Is this what you want to do?” And that’s how we did everything in my tenure, with community engagement at the center—even with hard decisions such as the school closings we decided to do in 2013.

The community understood the hard decisions that we had to make, in part because I spent a year communicating the mismatch of resources. After a year of helping people understand resource misalignment, some said, “Then, let’s just close schools.” At that point, I knew we were ready to do it. And we did it with the community. We had no protests, no drama. And we did not lose children that year. In fact, from 2010 to 2016, which was my tenure, we saw six consecutive years of enrollment growth, which hadn’t happened in 40 years in DC Public Schools (Exhibit 2).

Emma Dorn: You remained chancellor until 2016. How did your priorities shift and evolve across your tenure?

Kaya Henderson: My job was to listen to people, to be in constant communication with our teachers, our principals, and our central office staff to know what they needed to be successful.

While we continued to do human-capital work, it became very clear that we also needed to do curricular work. I characterize it as an equity floor. What is the least that we are going to guarantee to every single kid across the district? If people want to add to it, great. But it has to be at a high enough standard that you would be happy sending your kid to any school in the district.

Armed with the information from the evaluation system, which told us who our best teachers were, we pulled those people together and asked them to develop curriculum with us. We had some lofty goals. We wanted it to be rigorous. We wanted it to be joyful. We wanted our young people to see windows and mirrors, and see other communities, but also see themselves mightily reflected in the things that they were learning. And that was very different for us. We wanted to ensure that it wasn't just around the core subjects, but that we were creating an interdisciplinary curriculum. We were creating curriculum to develop the whole child. And our teachers were super on fire about it.

We were creating curriculum to develop the whole child. And our teachers were super on fire about it.

We engaged the city. We had a project called “City as our Classroom,” where after we released the curriculum, we then went to institutions in the city and asked, “Where does your content overlap with our curriculum, and how can we create field trips so that parents can take kids to places that align with what they’re learning?”

The third priority was, again, community engagement—co-creating solutions with our students, our parents, and our community members. So when people ask, “How did you do it at DC Public Schools?” it’s those three things: its human capital, its curriculum, and its family and community engagement. That was the cocktail.

Emma Dorn: How did you align different stakeholders around these initiatives?

Kaya Henderson: We spent a lot of time on alignment, making sure that every single person in the district knew what the priorities were as well as all the programs and initiatives that we were doing, and how they lined up to these goals. We set five big goals. We called it a “capital commitment.” It was our five-year strategic plan. And everybody knew what the five goals were. They could recite them. Everybody knew how their job contributed to one of the goals. Every single employee’s strategic plan, their department’s strategic plan, their division’s strategic plan all rolled up to those five goals.

We only chose two or three big things to do each year because you can’t do everything. But if you choose the right few things, and you do them well, and you continue to do them well, you create a flywheel effect. And we were able to catch that momentum and do a lot more than, I think, anybody expected.

Emma Dorn: How did you manage to motivate the department, to engage it in a new way, and attract top-caliber talent?

Kaya Henderson: I believe if you’re doing really hard work, you should do it with people who you’re inspired by and who challenge you.

I am no educational expert. I don’t have conviction about a whole lot of things. But I know how to find people who are experts. And I’m OK to let them do their thing. I’ve always been a collector of talented people. And I feel like, if we’re going to be doing really hard stuff, then we should have fun doing it. I think it’s important for you to help people remember why they are doing this stuff, to celebrate people when things are going well or when they do good things.

I know how to find people who are experts. And I’m okay to let them do their thing.

One of the things that we were noted for was our Standing Ovation Awards for DC teachers. We did a huge celebration at the Kennedy Center, honoring our best teachers.

Emma Dorn: Were there new capabilities or capacities that you discovered you needed at each level of the system?

Kaya Henderson: This was the beginning of publicly available data in school systems, so there was a level of transparency into school districts that you never had before. We needed to replace probably 80 to 90 percent of our principal corps, and I was like, “OK, let’s go find us some good principals.”

We scoured the school district websites of our surrounding jurisdictions to figure out which principals had really turned around a low-performing school. We called those people. We sent them emails saying, “Hi. I’m Kaya Henderson. I’m the deputy chancellor of DC Public Schools. We see you’re doing amazing work at your elementary school and wanted to say congratulations. We know how hard this is, and we’re sure you’re probably not even thinking about moving, but if you ever want to have a conversation about opportunities at DCPS, I personally would love to talk to you.”

Nobody ever says “congratulations” to principals. Nobody says “thank you.” The number of people who responded was astounding. Every single person that we reached out to said that they weren’t thinking about moving but would love to talk about positions at DC Public Schools.

The other thing that we did—and I can’t even tell you how much it paid off—was to create an internship program. We hired undergraduate students and graduate students to work for us for a semester, or a summer, or a year. And we gave them meaningful projects. We had interns from the best colleges and universities in America because we were the hotbed of education innovation, and everybody was looking at DC.

We were the hotbed of education innovation, and everybody was looking at DC.

Emma Dorn: Education leaders across the country are struggling right now with a host of challenges. What needs to happen to support them?

Kaya Henderson: What’s unfortunate to me is that many educational leaders and educators, in general, are so tired and so beaten down from the last three years that it is tough to rustle up the innovation. And nobody wants to come behind them and do this work because our narrative on public education is so terrible. I would love to reframe that narrative. This is a dynamic industry, where you are able to do amazing work. And we don’t sell it that way.

Emma Dorn: You’re currently CEO of Reconstruction, an education tech company that provides supplemental curricula for Black K–12 students. What inspired you to go in that direction, and what’s next for you?

Kaya Henderson: Reconstruction came directly out of my curricular work at DC Public Schools. We wanted kids to see themselves, and we built curriculum where kids’ communities were featured prominently. We watched kids attach to this stuff and engage in ways that I had never seen before.

I started thinking, what would a national Black curriculum look like? What are all the books that I want Black kids to read before they graduate from high school so that they know who they are and they know the history of Black excellence, resilience, and creativity in the United States?

We are just starting our third year at Reconstruction. We’ve served over 12,000 kids in the last two years and are in major school districts all across the country, working with community-based organizations, working with individuals. And it’s been a dream come true. I’ve got an amazing, talented team who has a lot of fun together. We built a product that is in tremendous demand. We’ve produced over 150 courses. And I cannot create content fast enough. Figuring out what the next phase of Reconstruction looks like is the big thing that I’m noodling on right now.

Kaya Henderson is the CEO of Reconstruction and the former chancellor of District of Columbia Public Schools. Emma Dorn is an associate partner in McKinsey’s Bay Area office.

The authors wish to thank Jake Bryant, Emmy Liss, Stephanie McBride, Jimmy Sarakatsannis, Doug Scott, and Laurie Sztejnberg for their contributions to this article.

The authors also wish to thank former District of Columbia Public Schools staff members for their contributions to this article, including Michelle Hudacsko, Jeanie Lee, Brian Pick, and Pete Weber.

Comments and opinions expressed by interviewees are their own and do not represent or reflect the opinions, policies, or positions of McKinsey & Company or have its endorsement.

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Thesis about k to 12 curriculum in the Philippines

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One of the aims of the Department of Education is to prepare the students to be globally competitive. The continuous deterioration of the quality of education in the Philippines has prompted the k to 12 program DepEd to push for the implementation of the K to 12 programs, which entails the institutionalization of kindergarten and the addition of two more years of high school in the basic education cycle. The proposal has spurred a heated debate on whether it could lead to improvements or just exacerbate thn e present state of education in the country. The Enhanced K+12 Basic Education Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education. This program will require all incoming students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad.

Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. Education in the Philippines is something that is given a great importance by the Filipinos. As the new K-12 academic program is now on effect, it can be foreseen that the existing problems regarding educational matters will be aggravated. These common problems include the insufficiency of classrooms shown by the 80:1 students to classroom ratio, the lack of physical infrastructures for the different programs that is to be serviced for the new academic program and the consistent botheration during the typhoon season. Since the first batch of the new K-12 program is approaching in 2017, it is important to devise a plan that will cater the immediate need to support the abovementioned problems. A redevelopment plan for a National High School is better than constructing a centralized senior high school simply because it is much cheaper in production, faster in construction, and most of all, it may provide solutions to the existing problems, as stated, of National high Schools. The simpler the solution, the more it is to give ease to the members of the academic society.

Statement of the Problem

This study aimed to determine the reaction of the parents, teachers, and students about the implementation of the k-12 program.

Specifically, the study sought answers to the following questions:

1. What are the parent’s sources of information about K-12 program?

2. What are the teacher’s reactions about the implementation of the K-12 program when it comes to rationale?

3. What are the perceived problems of students regarding the the implementation of the K-12 program

Assumptions

This study was premised on the following assumptions.

1. The parent’s sources of information about K-12 program are the media and teachers.

2. There are both positive and negative reactions about the implementation of K-12 program.

3. There are few problems perceived by the student’s regarding the full implementation of K-12.

Students can be more successful if they learn at their own pace in student-driven, competency-based models.

Instead of organizing students by age and giving them all the same lesson, students in competency-based models initiate their own learning, may follow different paths, and seek varied resources to help them meet their goals. You can read about the Summit Public Schools experience with student-directed learning here and here (seriously, take the time to read it). Summit’s secondary students choose a standard(s) to master and then are directed to resources to support their learning. These resources can take the form of text, video, teacher-led seminars, peer support, a tutoring bar – anything that might help. Students can show evidence of their learning at any time. Student-driven models can feel like radical departures from what we traditionally consider school and we are in the early innings of figuring out what good competency-based learning even looks like.

Intrepid schools are attracted to competency-based learning as a means to boost student engagement, build executive function, and help students stay in their learning “sweet spots.” Secondary schools seem to be most attracted to student-driven learning, but a few operators will create elementary level programs. Summit is manually curating content and building systems to support its new approach and the organization intends to shift its entire secondary program to student-driven learning. Mastery Charter Schools is piloting a nascent effort in Philadelphia, PA and districts like Adams 50 (Colorado) and states like New Hampshire are also getting in on the action. Quality of implementation completely depends on the quality of the school operator and their ability to architect new learning environments from scratch.

Significance of the study

Learning is the aspect of development that connotes modification of behavior, skills and knowledge that result from practice and experience which sought for quality education.

The generalization of this present study would be a great contribution to the vast knowledge in relation to student’s achievement. Vital results of this investigation could be highly significant and beneficial specifically to the following:

Students. Every graduate of the Enhanced K to 12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self. They will also know the importance of the study.

Parents. The parents will know the real intention of K-12 program in students and our economic growth because they will become more globally competitive.

Teachers. They are the instruments in the materialization of the government educational programs. Through the implementation of K-12 programs many schools will be hiring more teachers to cater the pupil needs.

Scope of Limitation

The study focused on the reaction of the students, parents and teachers regarding the implementation of K – 12 program which is being implemented under President Aquino administration. This study is interested on how and where they learn the information about the K – 12 program. It aims to recognize their reactions based from the rationale. This study would also like to know their perceptions about the K – 12 program in terms of personal and student’s welfare. This research study is limited or focuses only on the students, parents ad teachers. The results of the study may also be a basis for other similar study.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been defined. The following terms are:

K – 12. Letter “K” refers to kindergarten and “12” refers to the additional two (2) years in the basic education. It is the additional years after fourth years in secondary schooling.

Rationale. Denote the underlying principle of a certain program. In this study it refers to the basis of the creation of K – 12 program. Profile.Refers to the respondent’s sex, age, address, and parent’s occupation.

Reaction. Connotes to an immediate feedback for an issue such as the K – 12 program. This is the main focus of this study, to know the different reactions of the parents on K – 12 implementation.

Perception. Refers to what is conceived to be true which is subjective. It refers to the specific perception of the parents in regard to the K – 12 program which is implemented by the Department of Education.

Sources. Refers to the basis and foundation where the K – 12 program was been known to the parents, students and teachers. This can be through media such as television, radio, newspaper, journals and non-media such as forum.

Programs. Refer to the listing of the order of the pertinent activities or plan by the Department of Education which is essentials for the development of the department as well as the learners.

Academic Performance.Refers to the academic achievement of the pupils as evidenced by test results or marks given by the teacher based from the criteria such as: periodical test, written outputs, and participation or recitation.

Comprehension.Refers to the capability of understanding or perceiving something particularly about the additional program implemented by the Department of Education.

Theories. Are principles or idea made in writing that is applicable in different times and individuals for this is what is expected to happen.

Analysis.This refers to the breaking down of ideas into small particles to be studied critically.

Review of Related Literature and Studies This chapter must compose of related literatures and studies and related readings. The researcher has gone through intensive readings of materials, both printed and downloaded through internet which has a great significance to problem during the course of thesis writing. This chapter also shows and discuss the Synthesis-of-the-State-of-the-Art, Gap bridged of the study as well as Theoretical and Conceptual Framework.

Related Studies

I conducted a related study about the Perception of Students and Parents involved in Primary to Secondary School Transition Programs. Transition programs, of different formats and complexities, basedon both Australian and international research, have been introduced in some schools tofacilitate transition. The aims of this research were to investigate and compare the perceptions of students, parents and teachers involved in several of these programs andto examine the extent to which transition programs can alleviate issues associated with transition between primary and secondary schools. Although executive staff and teachers also provided valuable information and perceptions. This study is related to the researcher’s study for this also focuses on the perception of parents but differ because it focuses on both the perception of students and parents regarding the transition programs from primary to secondary school.

Related Readings

The operation of our educational system revolves around laws legislated by congress. The primary source of these laws is the 1987 constitution. A separate Article of education is provided in the 1987 constitution. It prescribes that the state shall assign the highest budgetary priority to education and ensures that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfactionand fulfillment. (Nolledo:1992). Article XIV of the constitution which focused on education in which section I states that “the state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”.

The K – 12 Program

“We are the last country in Asia and one of only three countries in the world with a 10-year pre-university program” (source: SEAMEO Innotech 2011) The Department of Education has formally launched its K-12 program, which adds 2 years to basic education in the country. This means that aside from kindergarten, 6 years of elementary, and 4 years of high school, students will have to undergo an additional 2 years of study in senior high school. Education Secretary Armin Luistro (2011) says the additional 2 years will help students decide what course they will take in college. It will also help high school students to be given a chance to specialize in science and technology, music and arts, agriculture, fisheries, sports, business entrepreneurship, and others. K-12 aims to make basic education sufficient enough so that anyone who graduatescan be gainfully employed and have a productive life. K – 12 will look at the possibility of specialized education such as a high school or community, which will focus on the arts or agriculture.

Education Secretary Bro. Armin Luistro said that the proposal will make high school graduates employable, making tertiary education unnecessary to get a job. That proposal of Department of Education to add two more years to basic education drew mixed reactions in the Senate. Senate President Juan Ponce Enrile (2011), expressed support to the DepEd’s K – 12 as he agrees with the proposal because the country needs to increase its competitiveness at the international level. He said: We are underrated by other countries, our educational system. It is painful for others. But for the country we have to do it. To implement the program, the DepEd has to work with Congress to amend the existing law, Batas Pambansa 232 or the “Education Act of 1982,” which states that the basic formal education is a 10-year program. Senate education committee head Senator Edgardo Angara (2010) had earlier said that they have created technical working groups (TWG) to study the proposal and call for a wider consultation regarding the matter.

The Reactions about K – 12 program

Senator opposes proposed DepEd K-12 program.Senate Majority Floor Leader Vicente “Tito” Sotto explained why he opposed the proposal of the Department of Education (DepEd) to amend the law on the country’s basic education to increase the number of school years to 12 from the present 10- yearprogram. “I oppose the addition of two years to basic education. There is no clear benefit to adding two years to basic education,” Sotto said in a privilege speech at the Senate. He added that the national budget can’t even provide sufficient funds to maintain the present number of years of basic education, but now the DepEd wants to add more to it. According to him, adding two years to basic education will further increase our budget deficit. We need quality education, not quantity of years in education. We need more schools, not more years in school. KabataanPartylist Rep. Raymond Palatino called this move by Education Secretary Armin Luistro a “delusions of grandeur”.

He said that in a poverty- stricken country like the Philippines, the implementation of the K+12 was a “question of survival”, especially for parents who could barely send their children to school. He added that this new education plan will not address the escalating number of out-of-school youths, nor lift the employment rate, because the real problem is the low employment opportunities. Senators ChizEscuderowas also against the implementation of the K+12 Education plan. Escudero pointed out that it is not in the length of educational years, but the quality of education a student can acquire. And this has to begin by training teachers to be competitive, create more classrooms and improve learning facilities, and provide budget for textbooks.

Perceived Problems on K – 12 Implementation

Many parents disapprove of the proposed K – 12 Education system by the Department of Education, as it is means additional burden for both parents and students, even more so for the marginalized sector of the community. There are some issues raised by different individual on this matter which are the possibility of Additional 2 years = added cost to parents, DepEd lacks of educational resources such as classroom and teachers and some parents can’t wait to have their children start working. Nograles (2010), son of former House Speaker Prospero Nograles, also noted that the government’s public school system does not have enough classrooms, teachers and well-equipped educational facilities which are required for the effective implementation of the proposal. The younger Nograles said: The reality on the ground is that some schools even have to divide their classes to morning and afternoon sessions to accommodate more students …We need to modernize our public school system first before we could even consider expanding the cycle of our basic education system. He added that with the current 10-year basic education cycle, schools even lack teachers who will provide quality education as higher salaries encourage them to pursue work abroad. He said: Once we are assured that there are no longer classrooms under the trees, then we are ready to have a 12 – year basic education cycle.

Theoretical Framework

Education is one of the ways to change life, change values, and change fate of one’s individual. K – 12 program is part of the proposed educational reforms of the Philippines present President which shifts Philippine Basic Education system to twelve years plus kinder from the current ten years. The theoretical framework has a stars to symbolize the students who is the center of K – 12 program. This study was anchored on the point of view and theories of the following well-known authorities which are closely relevant to the researchers study.

Cognitive Development Theory by Jean Piaget(1980).

He was a French speaking Swiss theorist who posited that children learn through actively constructing knowledge through hands-on experience. He suggested that the adult’s role in helping the child learn was to provide appropriate materials for the child to interact and construct.

Theory of Constructivism

Is generally attributed to Jean Piaget (1980), who articulated mechanism by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individual assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individual experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding. In contrast, when individuals’ experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one’s mental experiences. Accommodation can be understood as the mechanism by which failure leads to learning; when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure or failure of others.

Motivation Theory by Abraham Maslow (1943)

according to these, Maslow subsequently extended the idea to include hi9s observations of humans innate curiosity. Maslow said on his theory that through the curiosity of the human they become motivated to do things on their own way. They are being motivated to finish and work harder. His theories are parallel to other theories of human development psychology, some of which focus on describing the stages of growth in humans.

Researcher’s Theory (2012).

The reaction of the parents in K – 12 programs will be a best solution to all the problems to be encountered of this program which will lead to a better and effective implementation of the K – 12 programs.

Conceptual Framework

The focus of this study was undertaken by the following conceptual framework which has a three part process: the input, process and output. Input – This are the Department of Education Orders, Legal Basis, Related Literatures and Theories.

Process – In the research process, this includes the parent’s sources of information about K – 12 program, parent’s reaction about the implementation of the program. How do the parents perceived the K – 12 program in terms of personal and student’s welfare, and the parent’s perceived problem regarding the implementation of the program.

Output – this study identified the parent’s reaction of K – 12 implementation and the problems encountered in implementing this program which can be used to improve for the better implementation of the K – 12 program.

Chapter III

Methodology

This chapter contains the research design and the methodology used in the conduct of this study. It incorporated the sampling technique, sources of data, the research subjects, population of the study, the instrument utilized to gather data, as well as the statistical tools employed in processing the data. This chapter is showing how the researcher came to the necessary data for this study, and how these data were analyzed, interpreted and presented in the easiest way possible.

Research Instruments

The researcher prepared a questionnaire to determine the views of the parents, students, and teachers regarding the implementation of K – 12 program. This can be determined based from the indicators such as the respondents’ profile, preparedness of parents’ in terms of emotional and financial aspect. The research subjects were asked to choose their preferred response by checking the number option based on their personal feelings and perception along the given area. The questionnaire had questions that relates to the study and these questions were answered consequently.

Data Gathering Procedure

The researcher has followed certain procedures in the conduct of this study. 1. Choose a certain title. It is a must that we choose a title for our study and defend it to the panelist until it was approved. 2. Securing permit to conduct the study. The permit to conduct the study was requested and filed to the office of the school principal. 3. Preparation of the Instruments. Questionnaire is a principal tool in gathering the data. The first draft of the instrument was made in coordination with the adviser so that the survey tool is reliable and valid. 4. Administering the Questionnaire. The researcher personally distributed the questionnaire to the respondents in school during a classroom meeting. Here, a clear explanation of the purpose and objectives of the study was been indicated. Confidentiality was given in order to assure cooperation and to avoid inhibitions from the respondents in accomplishing the questionnaire. 5. Validating the Instrument. After the distribution is the validation of the questionnaire. It is analyzed and interpreted through the data gathered and formulate the conclusions and recommendations of this study. Statistical Treatment of Data. The formula used: P = F/N x 100 Where: P = Percentage F = Frequency N = Total Number of Respondents 100 = Constant Number

Filipinos are known to be competitive in the international community. While this may be true, our current education system hinders us in becoming more competitive among other countries. The K- 12 education plan offers a great solution to that problem. However, it is undeniable that there seems to be problems arising as we implement the program such as lack of government budget, classrooms and school supplies as well as the teachers. But, if we focus on the long- term effect of K- 12, we can conclude that it is very beneficial to us Filipinos. Therefore, we must have the strong will in supporting K- 12 Educational Plan for the betterment of our education system and economy. Remember, if we want change in our society, we must start it with our education system. Parents. Be informed. Education shapes our future as Filipinos, its our duty to be aware of reforms in basic education that will move our country forward.

Spread awareness. Tell your family, friends and networks about the K-12 program and help the stay informed. Teachers. will be given sufficient in service training on content and pedagogy to implement this program Current DEpEd treachers shall be retrained to meet the content and performance standards of the K-12 curriculum. The pre-service education training for aspiring teachers will also be modified to conform to the requirements of the program. DepEd, in coordination with CHED shall ensure that the teacher education curriculum offered in teacher education institutions will meet the necessary quality standards for new teachers. Students. There will be an assurance that they will get a job after they graduate. DepEd has entered into an agreement with business organizations, local and foreign chambers of commerce, and industries to ensure the graduates of K-12 will be considered for employment. K-12 graduates can also obtain national certification from TESDA, which will enable them to have more employment opportunities.

Name: Gender: Age: 1. Do you think that the k to 12 program affect your daily living? Yes No

2. Do you think that the k to 12 program help the students to improve their knowledge? Yes No

3. Do you think that the k to 12 program does not make the students to be lazy? Yes No

4.Do you think that the k to 12 program will help the students to easily find their job after graduating? Yes No

5. Do you think that the k to 12 program persuade students to continue their study after graduating? Yes No

6. Do you think that the k to 12 program is applicable to the poor people? Yes No

7. Do you think that the k to 12 program is more productive in school? Yes No

8. Do you think that the k to 12 program would not give burden to the student at school? Yes No

9. Do you think that the k to 12 program can help student in their future career? Yes No

10. Do you think that the k to 12 program help students to acquire all knowledge that they needed? Yes No

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New $90 Million Project to Create Digital Research Hub Focused on K-12 Education

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The National Science Foundation has awarded Rice University $90 million to build what is being described as a first-of-its-kind education research hub that will leverage data from an array  of major digital learning platforms currently serving tens of millions of students. 

The university recently announced the investment as its largest ever federal research grant. OpenStax at Rice, a major publisher of open education resources, will build the research and development hub known as SafeInsights .

The project will focus on producing “research-informed insights about teaching and learning for educators, institutions and learning platforms to use to create tailored programs, pedagogies and policies that will equip learners to thrive.”

“Just like there are bigger telescopes that let astronomers see deeper into the night, SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience,” Slavinsky said in an interview. 

The SafeInsights hub will take five years to build, he said, with early research projects b eginning in 16 to 18 months, and full-scale research operations starting in 2029. 

School districts’ commitment to seeking and using research-based educational strategies is uneven at best. Many district officials complain that academic and other scientifically based research is too abstract, disconnected from their work, and outdated to be of practical use in their decision-making.

When surveyed recently by EdWeek Market Brief on what sorts of research they value most when choosing products and services, district and school leaders were much more likely to point to data on student outcomes, or product usage data than they were rigorous, experimental research.

Data Security in Focus 

At $90 million, the award is NSF’s largest investment in research and development infrastructure for education at a national scale, the university said.

In the past, education research has been hampered by small study groups and short time frames, but the recent boom in digital learning can provide researchers with a plethora of data needed to better understand academic outcomes, Slavinsky said. 

SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience. J.P. Slavinsky, Executive Director, SafeInsights

And research will not be limited to only STEM (science, technology, engineering, and math) areas. Schools, education companies, and researchers participating in SafeInsights will bring their own research agenda, Slavinsky said.

Protecting student data is a major concern within school districts, particularly as  schools’ and students’ reliance on technology  has steadily grown.

The data collected as part of the new project will remain secure, Slavinsky said. No student information will be revealed to researchers. 

Instead, researchers will submit their inquiries to SafeInsights, and the research hub will have the data in question analyzed where it is originally stored — by schools or on a digital platform — and provide researchers with aggregate results. 

The research and development project will be a central hub for 80 partners and collaborating institutions. That number is expected to grow, Slavinsky said. 

“One of the great things about SafeInsights is that it is very scalable,” he said. “And we want to build this community, so we can get a better and better picture of the students and the teachers we’re trying to help.” 

Follow  EdWeek Market Brief  on Twitter  @EdMarketBrief  or connect with us on  LinkedIn .

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