The focus should remain in the realm of the k-12 environment.
If we opened an open-content section in the website, would this mean that projects such as OpenLearn and MIT OpenCourseWare are outside of the scope of SchoolForge? If we aren't looking at those types of resources, how could we ever start to bridge the achievement gap? If we aren't bringing everyone into the collaborative process - and ourselves involved in the process, the gap will remain between K12 and Post secondary education. I'm not suggesting that SchoolForge is going to solve this problem, but hope that we can look at the situation and find a position that is focused on the future.
That is the truth. My impression is that most efforts here are geared towards making more efficient use of what budget is available (because one schools low IT department budget could easily be another schools entire budget.) This is accomplished by developing and showing the world what is possible with Free Software / FLOSS and Open Educational Resources, and allowing institutions to use the saved money on other necessities.There are many resources out there, but the budget constraints tend to hit the K-12 realm more harshly in regards to software than PostSecondary.
If the app can be used by post secondary we have a real plus.
A learning to read program could be used to teach children and adults how to read. It could be used to teach people fluent in one language how to read in another language. Note that I didn't change the wording to primary, secondary, and post secondary education - but simply removed primary and secondary. This isn't about giving more focus to one area, or taking away from another - it's about looking at everything.
Justin RiddioughHere is some of the research that I've read that has brought this suggestion around, and it is all from suggested reading / links that have been posted to the discuss list.
From *"Accountability/Assessment" Charles Miller and Geri Malandra - 2006* http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/miller-malandra.pdf* "Many students are not prepared for college study and are already behind when they start: 40 percent of four-year college students and 63 percent of two-year students take at least one remedial course. Adequate preparation for college is essential and while it is the primary responsibility of the K-12 system, higher education bears responsibility also."
From "*College Remediation: What It Is, What It Costs, What’s at Stake" - 1998*
http://www.ihep.org/Pubs/PDF/Remediation.pdf* "The most recent analysis of remediation costs suggests that remediation absorbs approximately $1 billion annually"
* "Strategies to reduce the need for remediation in higher education include: (1) aligning high school for whom, and at what cost. This would move the requirements with college content and competency nation’s higher education institutions closer to the expectations; (2) early intervention and financial dual goals of reducing the need for remediation while aid programs targeted at students at the K-12 level that link mentoring, tutoring, and academic guidance with a guarantee of college financial aid; (3) student follow-up and high school feedback systems; (4) improved teacher preparation; and (5) K-12 school reform. Many of these strategies have been incorporated into the K-16 educational movement that is underway in many states."
Excerpts From *"Improving College Readiness and Success for All Students: A Joint Responsibility Between K–12 and Postsecondary Education" 2006* http://www.ed.gov/about/bdscomm/list/hiedfuture/reports.html (it's a good read in its entirety too)
* There is virtually no way to prepare for placement standards because they are not connected to K–12 standards, nor are they communicated to high school students or educators. Consequently, the students who receive the fewest college preparation opportunities in high school—who are often the first in their families to attend college and have to rely on public institutions to provide them with the necessary knowledge and information—face the biggest challenges when they start college.
* Few K–12 educators or students receive accurate information about what students need to know and do to succeed in college-level coursework. K–12 reforms alone can not improved college readiness and the policies to expand higher education access have not led to higher percentages of students earning a college degree.
* Improving the transition from high school to college is crucial, given the convergence of demographic changes throughout the nation, current educational inequalities, student aspirations, and a global economy that requires higher levels of knowledge and skills than ever before. This imperative requires new resolve and reform within and across the postsecondary and K–12 communities. For the benefit of not only students and parents but all citizens, every state and the federal government can and should help close the divide between our nation's schools and colleges.