May 10, 2017
Digital education, pitched to parents as innovative, future-ready, and personalized, reduces student access to human teachers and builds robust data profiles that can be used for workforce tracking, behavioral compliance, and fiscal oversight. While adaptive online learning is a key element of the Ed Reform 2.0 agenda, it is not the only concern. Another issue that merits close attention is the push to expand “out-of-school time” (OST) learning programs.
Increasingly states are passing credit flexibility legislation where students have the option to earn school credit for activities that take place outside school buildings and without the direct involvement of a certified teacher; though teachers are often pressed to manage the associated paperwork with no additional resources. These are known as ELOs, extended, expanded, or enhanced learning opportunities. States with credit flexibility may also allow online classes to be considered for ELO credit. Even when not offered for credit, out of school time partners have stepped in to provide programs that have been intentionally and systematically stripped from the curriculum through the imposition of punitive austerity and accountability measures. Increasingly, student access to art, music, drama, creative writing, and enrichment activities, particularly in low-income and turnaround schools, is contingent on tapping into programs offered by community-based organizations (CBOs).
I’ve written previously about ELOs but wanted to raise the issue again after obtaining correspondence via an open records request to the Pennsylvania Department of Education regarding input provided on the development of the state’s new education plan as required by the Every Student Succeeds Act (ESSA). One letter stood out from the rest. You can read it HERE.
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