Education Week - January 16, 2013 - (Page 9)
EDUCATION WEEK
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JANUARY 16, 2013
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www.edweek.org
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DIGITAL DIRECTIONS > Tracking news and ideas in educational technology
www.digitaldirections.org
With Common Core in Mind, Schools Turn to E-Rate
By Sean Cavanagh
Squeezed for time and short of
money, school districts are turning to a familiar source, the federal E-rate program, to help them
cover the potentially high costs of
upgrading technology to meet the
anticipated demands of new common, multistate assessments.
District officials are requesting to
use those federal funds—which provide schools with discounts on the
costs of improving telecommunications services and Internet access—
to help them take a variety of steps
necessary to administer online tests
aligned with the Common Core
State Standards. Those uniform
academic expectations have been
adopted by 46 states and the District of Columbia, and the related
tests will be given for the first time
during the 2014-15 academic year.
The technology improvements
include increasing bandwidth, or
the amount of data that can be
handled by a network or Internet connection at one time, and
revamping internal Internet systems to improve the speed and capability for handling the crunch of
online usage created by the tests.
Many schools and districts are
only now applying to use E-rate
aid to help with the common-core
assessments, though some that anticipated that challenge are already
using federal funds for that purpose, according to those who advise
school districts on the E-rate or are
familiar with the program.
Lower Priority
The technology challenges posed
by the common core are “front and
center, and you can’t get around
it,” said John D. Harrington, the
chief executive officer of Funds for
Learning, an Edmond, Okla., organization that helps schools apply
for E-rate funding. School officials
are “trying to make sure they have
a robust computer network that
doesn’t come to a grinding halt
when they’re testing all their students,” he said.
But the extent to which the Erate program can meet districts’
demands is unclear. Requests
for funding through the program
have far exceeded available aid
in recent years, advocates for
improving school technology say.
Some of the technology upgrades
sought by districts may not qualify as top priorities under federal
standards, leaving schools and
districts to seek help from state,
local, or other sources. And other
purchases, such as computing devices students will need to take
>>
the tests, will not qualify at all.
Congress established the E-rate
program in 1996 with the goal of
ensuring that all schools and libraries, particularly those in disadvantaged or rural communities,
had communications services, including the Internet. The program,
which receives funding through
fees collected from telecommunications providers, is administered
by the Federal Communications
Commission and managed by the
Universal Service Administrative
Co., a nonprofit organization.
Schools and libraries do not
obtain funding directly from the
program, but instead apply to receive discounts on the costs of service. The amount of the discounts
to schools varies, with greater
amounts going to poorer applicants.
The fcc places the highest priority on funding projects focused on
covering the base costs of telecommunications and Internet-access
services, which includes increasing bandwidth. Work on improving
schools’ internal networks—upgrades that Mr. Harrington predicts many districts will require
to give common-core tests—would
most likely be identified as “priority two” projects, depending on the
work involved, fcc officials say.
Demand for funding through the
program has increased over time.
In fiscal 2012, $2.3 billion in funding was available, but schools and
libraries had requested more than
double that amount, $5.2 billion,
according to Funds for Learning,
which has asked the fcc to rechannel more telecommunications
money into the E-rate.
Fcc officials say the agency has
taken numerous steps in recent
years to make it easier for schools
to secure funding for critical upgrades, such as increasing E-rate
applicants’ options for broadband
providers, streamlining the application process, and indexing E-rate
funding to inflation.
Yet rising demands for bandwidth and other overhauls come
as school leaders are struggling
to cover technology costs through
other means. Many states and districts are only beginning to climb
out of the depths of the recent recession, noted Douglas Levin, the
executive director of the State Educational Technology Directors Association, a nonprofit association
representing those officials.
Bandwidth Burdens
Efforts to implement the common-core standards and tests,
meanwhile, are rolling forward.
Two consortia of states, the Partnership for Assessment of Readiness for College and Careers, or
parcc, and the Smarter Balanced
Assessment Consortium, have
both in recent months released
their own guidelines for the minimum technology standards that
The DIGITAL EDUCATION blog tracks news and trends on this issue.
states, and by extension individual districts, will need to meet to
give those exams, which will cover
English/language arts and math.
P arcc ’s bandwidth requirements won’t be made final until
later this year, but the group has
set recommended bandwidth for
external connections to the Internet at 100 kilobits per second, per
student, or faster, and a minimum
for internal school networks of at
least 1000 kilobits per second.
One of the biggest concerns
voiced by district officials and technology experts about the common
core is that school systems’ current bandwidth won’t allow them
to administer online tests to hundreds, or potentially thousands, of
students at once without problems.
A related worry is that districts
will be forced to restrict the use of
other parts of their technology systems that rely on bandwidth—such
as computer-based instruction,
e-mail communication, websites,
and external communication to
parents—during testing windows,
or that their systems won’t be able
to quickly handle shifts in demand.
Shane Bevel for Education Week
Federal program
does not meet all
technology demands
Expenses Rising
In the 3,750-student Western
Heights Independent School district outside of Oklahoma City, no
more than 400 students typically
go online at once, said Joe Kitchens, the superintendent. But during common-core testing, district
officials think their online burden
could double or even triple, he said.
To meet that spike in demand,
the district has applied to use Erate funding to cover the costs of
doubling its bandwidth, at a cost
of $30,000. While Western Heights
already has a “fairly robust” wireless-technology system covering
its eight schools, it is seeking about
$475,000 through the E-rate to
close gaps in its internal networks
and make sure all classrooms have
connections—most likely a priority-two request, Mr. Kitchens said.
“Once you get into a testing situation, you have to be able to support it without interruption,” said
Mr. Kitchens, who added: “I do not
think this is going to be a cheap exercise at all.”
Some expected technology costs
associated with the common core
aren’t eligible for E-rate funding.
For instance, parcc says the Windows xp/Service Pack 3 operating
system is a minimum need for giving the consortium’s test, though
Windows 7 is recommended for
future use.
But because the E-rate does not
directly pay the costs of computing
devices or Windows operating system software, districts will have to
find other funding sources to meet
those needs, said Keith R. Krueger,
the chief executive officer of the
Consortium for School Networking, or cosn, a Washington-based
www.edweek.org/go/digitaleducation
organization representing district
technology officials. (The E-rate
program did, however, recently
fund a pilot project supporting mobile technology.)
While the E-rate is “essential for
implementing the common-core assessments,” said Mr. Krueger, the
reality is that “a huge amount of
the installed [computer technology]
base in schools is outdated.”
The Western Heights district,
for instance, hopes to increase
the number of computer devices,
mostly wireless tablets, from 2,000
to 4,000, over the next four years,
at a cost of about $2.3 million. The
district is expected to place a bond
item before voters to cover that expense, Mr. Kitchens said.
One district that anticipated the
heavy technological lift posed by
common-core assessments, and
took steps to secure E-rate funding, was the Calcasieu Parish public school system, in southwestern
Louisiana.
Over the past few years, the
34,000-student district has used
E-rate funding to overhaul its internal connections and Internet
access, improving switches and
wireless-access points. It also plans
to apply to use E-rate money to
support a major increase in bandwidth, at twice the current cost,
said Sheryl Abshire, the district’s
chief technology officer.
Ms. Abshire, who serves on the
board of the Universal Service
First grader Rylin Witten works
on an iPad in class at Council
Grove Elementary in the Western
Heights Independent school
system. The Oklahoma district
is revamping technology to
prepare for common-core tests.
Administrative Co., said she has
heard a “cry for help” from district
officials who don’t know how they
will pay for improved technology
necessary to give common-core
tests.
“You can’t meet increased demand with static services,” she
said. “It’s just impossible.”
District leaders’ anxiety is
heightened by the knowledge that
their schools will be judged by their
students’ performance on tests—
and their belief that many students will lack the patience to take
a test seriously if their computer
screens are continually freezing or
having other hang-ups.
“How long are [students] going to
sit and wait for a browser to go to
the next page?” Ms. Abshire said. If
you’ve “got a roomful of kids who
are waiting,” she added, the risk is
“those kids shut down.”
Coverage of the implementation of
the Common Core State Standards
and the common assessments is
supported in part by a grant from
the GE Foundation, at www.ge.com/
foundation.
http://www.edweek.org
http://www.digitaldirections.org
http://www.ge.com/foundation
http://www.ge.com/foundation
http://www.edweek.org/go/digitaleducation
Table of Contents for the Digital Edition of Education Week - January 16, 2013
Education Week - January 16, 2013
Is Education Facing a ‘Tech Bubble’?
Multiple Gauges Best for Teachers
Model Common-Core Unit Piloted for ELL Teachers
Gun Concerns Personal for Duncan
Contents
News in Brief
Report Roundup
Fla. Data Link Suspension To Lower Graduation Rates
Anti-Poverty Program Found To Fall Short In Studies
New Science-Standards Draft Incorporates Feedback
With Common Core in Mind, Schools Turn to E-Rate
Survey Tool Aims for Fresh Eye On Parents
Study Dissects Gender Effects In Math Teaching
Funders and N.C. District Team Up To Run Schools
Blogs of the Week
State of the States
N.Y.’s Cuomo Moves Ahead On K-12 Ideas
Crush of Ed. Laws Awaiting Renewal In Congress
Fiscal Realities Dog States
Policy Brief
R. BARKER BAUSELL: Putting Value-Added Evaluation To the (Scientific) Test
GARY HUGGINS: It’s Time for Summer Learning
JEFF CAMP: Let’s Remove Self-Righteousness From the K-12 Debate
Letters
TopSchoolJobs Recruitment Marketplace
MIKE ROSE: Giving Cognition a Bad Name
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