Archives for category: Technology

 

 

This article in the Washington Post examines the alarming increase in inequality as a small number of billionaires take control of the economy and the future. The article does not mention the billionaires’ political efforts to gain control of state and local school boards so as to destroy the public schools by replacing them with privately managed charter schools.

The article mentions the deep concern of Seth Klarman, a hedge funder in Boston, but fails to note that he was a Dark Money contributor to the 2016 referendum in Massachusetts that was intended to add 12 charter schools every year wherever they wanted to open. Teachers,  parents, unions, and civil rights groups combined to defeat the billionaires—not only Klarman, but Bloomberg, the Waltons, and others.

My comments are in BOLD.

”PALO ALTO, Calif. —A perfect California day. The sun was shining, a gentle breeze was blowing and, at a Silicon Valley coffee shop, Rep. Ro Khanna was sitting across from one of his many billionaire constituents discussing an uncomfortable subject: the growing unpopularity of billionaires and their giant tech companies.

“There’s some more humility out here,” Khanna (D-Calif.) said.

The billionaire on the other side of the table let out a nervous laugh. Chris Larsen was on his third start-up and well on his way to being one of the wealthiest people in the valley, if not the world.

“Realizing people hate your guts has some value,” he joked.

“For decades, Democrats and Republicans have hailed America’s business elite, especially in Silicon Valley, as the country’s salvation. The government might be gridlocked, the electorate angry and divided, but America’s innovators seemed to promise a relatively pain-free way out of the mess. Their companies produced an endless series of products that kept the U.S. economy churning and its gross domestic product climbing. Their philanthropic efforts were aimed at fixing some of the country’s most vexing problems. Government’s role was to stay out of the way.

“Now that consensus is shattering. For the first time in decades, capitalism’s future is a subject of debate among presidential hopefuls and a source of growing angst for America’s business elite. In places such as Silicon Valley, the slopes of Davos, Switzerland, and the halls of Harvard Business School, there is a sense that the kind of capitalism that once made America an economic envy is responsible for the growing inequality and anger that is tearing the country apart.”

Something is terribly wrong, and even the billionaires know it. Some might want change, but they want to control the change. 

“The 2008 financial crisis may have revealed the weaknesses of American capitalism. But it was Donald Trump’s election and the pent-up anger it exposed that left America’s billionaire class fearful for capitalism’s future.

“Khanna was elected in 2016, just as the anxiety started to spread. In Europe, far-right nationalist parties were gaining ground. Closer to home, socialists and Trump-inspired nationalists were winning state and congressional elections.

“Conversations of the sort that Khanna was having with Larsen were now taking place in some of capitalism’s most rarefied circles including Harvard Business School, where last fall Seth Klarman, a highly influential billionaire investor, delivered what he described as a “plaintive wail” to the business community to fix capitalism before it was too late.

”The setting was the opening of Klarman Hall, a new $120 million conference center, built with his family’s donation. “It’s a choice to pay people as little as you can or work them as hard as you can,” he told the audience gathered in the 1,000-seat auditorium. “It’s a choice to maintain pleasant working conditions . . . or harsh ones; to offer good benefits or paltry ones.” If business leaders didn’t “ask hard questions about capitalism,” he warned that they would be asked by “ideologues seeking to point fingers, assign blame and make reckless changes to the system.”

No, no, we don’t want anyone making reckless changes to the system!

“Six months after that speech, Klarman was struck by how quickly his dire prediction was coming to pass. Leading politicians, such as Trump, Sanders and Sen. Elizabeth Warren (D-Mass.), were advocating positions on tariffs, wealth taxes and changes in corporate governance that would have been unthinkable a few years ago.

“Klarman wasn’t opposed to more progressive taxation or regulation. But he worried that these new proposals went much too far. “I think we’re in the middle of a revolution — not a guns revolution — but a revolution where people on both extremes want to blow it up, and good things don’t happen to the vast majority of the population in a revolution,” he said.

Too bold no one asked Klarman why he wants to undermine public schools, one of the few institutions that billionaires don’t own. 

“He wasn’t the only one who felt a sense of alarm. One of the most popular classes at Harvard Business School, home to the next generation of Fortune 500 executives, was a class on “reimagining capitalism.” Seven years ago, the elective started with 28 students. Now there were nearly 300 taking it. During that period the students had grown increasingly cynical about corporations and the government, said Rebecca Henderson, the Harvard economist who teaches the course.

“What the trust surveys say is what I see,” she said. “They are really worried about the direction in which the U.S. and the world is heading.”

As Giriharadas says, the billionaires want to drive any changes in the economy, proclaiming their deep concern for the millions left behind by their success. Never forget that any changes they control will protect them and their billions.

”The billionaires in Khanna’s district, meanwhile, were consumed by a different worry. Mixed in with the valley’s usual frothy optimism about disruption and inventing the future was a growing sense that the tech economy had somehow broken capitalism. The digital revolution had allowed tech entrepreneurs to build massive global companies without the big job-producing factories or large workforces of the industrial era. The result was more and more wealth concentrated in fewer hands.

“As technology advanced, some feared things were only going to get worse. Robots were eliminating much factory work; online commerce was decimating retail; and self-driving cars were on the verge of phasing out truck drivers. The next step was computers that could learn and think.

“What happens if you can actually automate all human intellectual labor?” said Greg Brockman, chairman of OpenAI, a company backed by several Silicon Valley billionaires. Such thinking computers might be able to diagnose diseases better than doctors by drawing on superhuman amounts of clinical research, said Brockman, 30. They could displace a large number of office jobs. Eventually, he said, the job shortages would force the government to pay people to pursue their passions or simply live. Only Andrew Yang, a long-shot presidential candidate and tech entrepreneur, supported the idea of government paying citizens a regular income. But the idea of a “universal basic income” was discussed regularly in the valley.

“The prospect was both energizing and terrifying. OpenAI had recently added an ethicist — Brockman sometimes referred to her as a “philosopher” — to its staff of about 100 employees to help sort through the implications of its innovations.

“To Brockman, a future without work seemed just as likely as one without meat, a possibility that many in the valley viewed as a near certainty. “Once we have meat substitutes as good as the real thing, my expectation is that we’re going to look back at eating meat as this terrible, immoral thing,” he said. The same could be true of work in a future in an era of advanced artificial intelligence. “We’ll look back and say, ‘Wow, that was so crazy and almost immoral that people were forced to go and labor in order to be able to survive,’ ” he said.”

What kind of future are the billionaires imagining for the other 99.9%?

 

 

Today, the New York Times posted a story about a rebellion in Kansas against Mark Zuckerberg’s Summit Learning platform. 

They said NO to Facebook’s “personalized learning,” which replaces teachers with Chromebooks.

Good for the students of Kansas!

WELLINGTON, Kan. — The seed of rebellion was planted in classrooms. It grew in kitchens and living rooms, in conversations between students and their parents.

It culminated when Collin Winter, 14, an eighth grader in McPherson, Kan., joined a classroom walkout in January. In the nearby town of Wellington, high schoolers staged a sit-in. Their parents organized in living rooms, at churches and in the back of machine repair shops. They showed up en masse to school board meetings. In neighborhoods with no political yard signs, homemade signs with dark red slash marks suddenly popped up.

Silicon Valley had come to small-town Kansas schools — and it was not going well.

“I want to just take my Chromebook back and tell them I’m not doing it anymore,” said Kallee Forslund, 16, a 10th grader in Wellington.

Eight months earlier, public schools near Wichita had rolled out a web-based platform and curriculum from Summit Learning. The Silicon Valley-based program promotes an educational approach called “personalized learning,” which uses online tools to customize education. The platform that Summit provides was developed by Facebook engineers. It is funded by Mark Zuckerberg, Facebook’s chief executive, and his wife, Priscilla Chan, a pediatrician.

Many families in the Kansas towns, which have grappled with underfunded public schools and deteriorating test scores, initially embraced the change. Under Summit’s program, students spend much of the day on their laptops and go online for lesson plans and quizzes, which they complete at their own pace. Teachers assist students with the work, hold mentoring sessions and lead special projects. The system is free to schools. The laptops are typically bought separately.

Then, students started coming home with headaches and hand cramps. Some said they felt more anxious. One child began having a recurrence of seizures. Another asked to bring her dad’s hunting earmuffs to class to block out classmates because work was now done largely alone.

“We’re allowing the computers to teach and the kids all looked like zombies,” said Tyson Koenig, a factory supervisor in McPherson, who visited his son’s fourth-grade class. In October, he pulled the 10-year-old out of the school.

In a school district survey of McPherson middle school parents released this month, 77 percent of respondents said they preferred their child not be in a classroom that uses Summit. More than 80 percent said their children had expressed concerns about the platform…

The resistance in Kansas is part of mounting nationwide opposition to Summit, which began trials of its system in public schools four years ago and is now in around 380 schools and used by 74,000 students. In Brooklyn, high school students walked out in November after their school started using Summit’s platform. In Indiana, Pa., after a survey by Indiana University of Pennsylvania found 70 percent of students wanted Summit dropped or made optional, the school board scaled it back and then voted this month to terminate it. And in Cheshire, Conn., the program was cut after protests in 2017.

Hello, Mark Zuckerberg! Students want teachers, not interfacing with computers!

“Personalized learning” means human interaction, not interfacing.

Summit, go away!

Numerous studies have shown that students do better on paper and pencil tests than on computer tests. For the record, the tests are a massive waste of time. But students often get lost online. They scroll up and down. They lose their place and their train of thought. Online testing is so flawed as to be useless.

Some states, like Tennessee, have had computer testing ruin the whole testing process.

Yet MaryEllen Elia clings ferociously to computer testing because she just plain loves it. She believes in computer testing no matter how much it fails.

Parents are sick of it. 

Many know that it wastes students’ time, steals instructional time, and wastes millions of dollars.

Wise parents Opt Out.

Computer testing is so yesterday.

 

 

Nellie Bowles is a technology reporter for the NewYork Times. I really like reading whatever she writes. She does not shill for the tech industry. She takes their claims with a large heaping of salt. She understands that her job is to report the whole story, the good and the bad, the advances that improve the human condition and the dark forces we don’t understand and can’t control unless we stop to think about them.

In this recent story, she says that human contact is becoming a luxury good. The rich will have nurses and teachers and doctors while the poor get a machine programmed to meet their needs. 

I can’t quote the whole story, as copyright law limits me to 300 words. Try to find it online.

She writes:

“Bill Langlois has a new best friend. She is a cat named Sox. She lives on a tablet, and she makes him so happy that when he talks about her arrival in his life, he begins to cry.

“All day long, Sox and Mr. Langlois, who is 68 and lives in a low-income senior housing complex in Lowell, Mass., chat. Mr. Langlois worked in machine operations, but now he is retired. With his wife out of the house most of the time, he has grown lonely.

“Sox talks to him about his favorite team, the Red Sox, after which she is named. She plays his favorite songs and shows him pictures from his wedding. And because she has a video feed of him in his recliner, she chastises him when she catches him drinking soda instead of water.

“Mr. Langlois knows that Sox is artifice, that she comes from a start-up called Care.Coach. He knows she is operated by workers around the world who are watching, listening and typing out her responses, which sound slow and robotic. But her consistent voice in his life has returned him to his faith.

“I found something so reliable and someone so caring, and it’s allowed me to go into my deep soul and remember how caring the Lord was,” Mr. Langlois said. “She’s brought my life back to life….”

“Mr. Langlois is on a fixed income. To qualify for Element Care, a nonprofit health care program for older adults that brought him Sox, a patient’s countable assets must not be greater than $2,000.

“Such programs are proliferating. And not just for the elderly.

“Life for anyone but the very rich — the physical experience of learning, living and dying — is increasingly mediated by screens.

“Not only are screens themselves cheap to make, but they also make things cheaper. Any place that can fit a screen in (classrooms, hospitals, airports, restaurants) can cut costs. And any activity that can happen on a screen becomes cheaper. The texture of life, the tactile experience, is becoming smooth glass.

“The rich do not live like this. The rich have grown afraid of screens. They want their children to play with blocks, and tech-free private schools are booming. Humans are more expensive, and rich people are willing and able to pay for them. Conspicuous human interaction — living without a phone for a day, quitting social networks and not answering email — has become a status symbol.

“All of this has led to a curious new reality: Human contact is becoming a luxury good.

“As more screens appear in the lives of the poor, screens are disappearing from the lives of the rich. The richer you are, the more you spend to be offscreen.”

 

I recently posted Leonie Haimson’s critique of the program called “Teach to One.”

John Pane, one of the authors of the RAND evaluation, wrote to say that he did not agree with Leonie’s characterization. I told him that I would publish his letter and Leonie’s response.

He wrote this letter:

On March 4, 2018 you published this blog entry, “Leonie Haimson: Reality Vs. Hype in “Teach to One” Program,” excerpting from Leonie Haimson’s blog. Your excerpt included this paragraph about my own research (with colleagues) and my public statements:

“The most recent RAND analysis of schools that used personalized learning programs that received funding through the Next Generation Learning initiative, which have included both Summit and Teach to One, concluded there were small and mostly insignificant gains in achievement at these schools, and their students were more likely to feel alienated and unsafe compared to matched students at similar schools. The overall results caused John Pane, the lead RAND researcher, to say to Ed Week that ‘the evidence base [for these schools] is very weak at this point.’“

This paragraph by Haimson has numerous false and misleading statements. Here I summarize my critique, excerpting the original paragraph:

“The most recent RAND analysis of schools that used personalized learning programs that received funding through the Next Generation Learning initiative, which have included both Summit and Teach to One, …”

None of the schools in our sample reported using Teach to One (TtO) among the 194 education technology products they mentioned. Our sample includes schools in the Next Generation Learning Challenges (NGLC) wave IIIa and wave IV programs, a subset of all the NGLC initiatives. Haimson points to blog posts by NGLC about Summit and TtO, but that does not mean our study included them.

“…included both Summit and Teach to One, concluded there were small and mostly insignificant gains in achievement at these schools, …”

Our conclusions were about the whole sample of schools, and did not single out any particular schools as is implied by juxtaposing “Summit and Teach to One” with “these schools.” Our concluding remarks related to achievement did not say “small and mostly insignificant.” What we actually said was, “Students in NGLC schools experienced positive achievement effects in mathematics and reading, although the effects were only statistically significant in mathematics. On average, students overcame gaps relative to national norms after two years in NGLC schools. Students at all levels of achievement relative to grade-level norms appeared to benefit. Results varied widely across schools and appeared strongest in the middle grades.” 

“… and their students were more likely to feel alienated and unsafe compared to matched students at similar schools”

This was not a conclusion of our report. In a supplemental appendix we did compare results from our sample (again, the whole sample of schools in the study, none of which reported using TtO) to a national sample. Our method did not use “matched students at similar schools.” Given data limitations, we were able to make the student samples similar (through weighting) only on grade level, gender, and broad classifications of geographic locale (e.g., urban vs. suburban). Even after weighting, we suspect the high-minority, high-poverty schools in the NGLC sample may be located in more distressed communities than the national survey counterparts, and that this could be related to feelings of safety. Indeed, fewer NGLC students (78 vs. 82 percent) agreed that “I feel safe in this school,” but this small difference cannot be attributed to personalized learning and has no direct relevance to TtO. None of our survey items or reports used the word “alienated.” Possibly related, 77 percent of NGLC students agreed that “at least one adult in this school knows me well” and “I feel good about being in this school,” 76 percent agreed that “I care about this school” and 72 percent agreed “I am an important part of my school community.”

The overall results caused John Pane, the lead RAND researcher, to say to Ed Week that ‘the evidence base [for these schools] is very weak at this point.’“

This EdWeek article clearly states that it is about “what K-12 educators and policymakers need to know about the research on personalized learning” broadly. Quoting accurately, “RAND has found some positive results, including modest achievement gains in some of the Gates-funded personalized-learning schools. But overall, ‘the evidence base is very weak at this point, Pane said.” There is no justification for Haimson to insert “[for these schools]” into my quoted remark. It appears as though Haimson is attempting to give a misleading impression that I was specifically talking about Summit and TtO rather than the entire body of personalized learning research.

I find it very unfortunate that you accepted Haimson’s claims without fact checking, and increased their visibility and attention through your own platform.

I am requesting that you please issue a correction in a way that previous readers of your March 4 post will likely notice. You may include this letter if you wish.

With regards,

John Pane

RAND Corporation

I forwarded John Pane’s letter to Leonie Haimson. She responded as follows:

Hi John – the Rand report was only a small part of my post on TTO which is here – I counted one short paragraph out of nearly one hundred.

Nevertheless, Diane: Please go ahead and print John’s letter in full and I will link to the letter in my blog. It is unfortunate that the specific online program names were left out of the RAND evaluation.  I had wrongly assumed that  TTO was included since it is one of the most heavily funded and promoted of the Next Generation Learning Challenge “personalized learning” programs, by Gates and others.   

I would also like to point out that the following survey stats John includes from the NGLC schools omit the results from the comparison schools, as cited in the appendix of the Rand  report:

Possibly related, 77 percent of NGLC students agreed that “at least one adult in this school knows me well” [compared to 86% of the national sample] and “I feel good about being in this school,” [vs. 89% of the national sample] 76 percent agreed that “I care about this school” [vs. 87% of the national sample] and 72 percent agreed “I am an important part of my school community.” [compared to 79% of the national sample.]

bargraph

In addition, the  students at the personalized learning schools were more likely to say that that “their classes do not keep their attention, and they get bored” compared to the national sample (30% to 23%). Only 35% of students at the NGLC schools said that “learning is enjoyable” compared to 45% of the national sample. With results like this it is very difficult to see support for the claim that students at personalized learning schools are more engaged in their coursework, feel more connected and have more agency, as is often claimed.

Now we know that TTO students aren’t included in these surveys but there is no reason to assume that the responses would be significantly different until and unless New Classrooms releases their own survey results.  And we do have the results from Mountain View school, which showed a 413% increase in the number of students who said they hated math as a result.

Nor does John’s response relate to the larger question of how difficult it is to use MAP scores to evaluate these programs, especially ones that aren’t disaggregated by race or economic status, which also calls into question the conclusions of the MarGready report.  One might expect that with all the data that NWEA has by now they would have done that by now; any thoughts on that, John?

Finally, it is extremely unfortunate that Gates, Zuckerberg etc. haven’t bothered to commission any truly randomized  small-scale evaluation of Summit, TTO or any of the other PL programs they have so heavily funded and promoted before expanding their reach and subjecting hundreds of thousands of students to them.   Summit has rejected  any independent evaluation of its results.  One can only speculate why.

 

Thanks,

Leonie Haimson

 

 

Leonie Haimson, NYC Parent Activist, is blessed with a long memory and deep knowledge.

In this post, she explores the origins and evaluations of a blended learning program called Teach to One.

She writes:

Last week, two different studies came out about the results of the well-known blended learning program originally called “School of One” and now called “Teach to One”, created and sold to schools by an organization named New Classrooms.  If you want to cut to the chase, you can read about the contrasting analyses in Education Week, Chalkbeat or the Hechinger Report.  If you want to know about the history of this much-hyped program that was first developed for use in NYC public schools and uses software programs and algorithms to deliver instruction, read on here. It provides lessons in how insistent the promoters of online learning have hyped programs with little or no evidence behind them, how negative evaluations have been suppressed or discounted and how conflicts of interest have been ignored – all in the service of convincing schools to adopt these programs far and wide.

According to his Linked-in profile, Joel Rose was a Teach for America corps member for three years, until he was hired to work at the headquarters of Edison charter schools in New York City, a national for-profit chain of charters headquartered in NYC.  By 2003, he was running a division of Edison called Newton Learning that provided tutoring to students through the supplementary services program (SES) that was included in No Child Left Behind.  NCLB required public schools with low test scores to pay for their students to receive tutoring services from private companies.  In 2003 alone, Newton Learning was paid more than $5 million by the NYC Department of Education for its tutoring services.

According to NCLB, parents of students at these schools were supposed to be provided with the choice of tutoring companies. Yet in 2005, the NY Post found that in some NYC schools, principals and parent coordinators were incentivized to recruit students for Newton.  In one Bronx school, as a result, the school distributed flyers to parents saying “Newton Learning is your best SES choice. The Newton Learning Adventure offers FUN and EXCITING activity-based lessons.”  Some parents were told by their schools that the only choice was for them to enroll their children in Newton Learning, or they would receive no tutoring at all.

In March 2006, the NYC  Special Investigator of Schools Richard Condon released a report, revealing how several SES providers, including Newton Learning, had engaged in a number of “questionable business practices” in their dealings with DOE officials, parents and students.  These companies had been involved in the “misappropriation and misuse of confidential student information and the offering of self- serving incentive programs”, and Newton staff had been improperly allowed entry into schools to directly solicit students.  In one case, a principal permitted Newton reps to perform skits in front of students during class time to promote their services. 

Newton staff had also improperly obtained student contact information from school staff and had offered financial incentives to principals and teachers if their students signed up.  They had promised gifts to students in exchange for enrolling, including CD players and $100 gift cards.  This sort of chicanery continued even after DOE told Newton to stop these practices, according to Condon’s report. Newton also had failed to carry out required fingerprinting and background checks for the staff they hired as tutors.

According to the DOE rules, Newton and other tutoring companies could use classroom space in the public schools free of charge, if granted a “permit” by the school’s principal.  Yet in return, any company was also supposed to give students a 9% reduction in fees.  Yet every company which had asked for a waiver from this discount was granted one by David Ross, the head of DOE’s Division of Contracts and Services. (Remember that name, David Ross; it will come up later.) Here’s an article  in the NY Times, with more about the special investigator’s findings. 

Condon’s report and news articles about his findings were apparently ignored by DOE, as shown by the fact that a few months later, in December 2006, Joel Klein hired Chris Cerf, to be his Deputy Chancellor, even though Cerf had led Edison schools during this period.  In February 2007, Cerf brought Joel Rose to DOE to be his chief of staff. 

Rose created the School of One pripogram, Which was hailed as the greatest, most revolutionary education program before it was ever implemented.

Read on to learn more about this remarkable job of marketing.

The story of hype and suppressed evaluations is fascinating and well worth reading.

Haimson concludes:

“Teach to One has been the most praised and promoted online learning program in the nation, aside from the Summit Learning platform, which has had its own serious problems.  While Summit has refused to allow any independent evaluations of its efficacy, New Classrooms has suppressed studies with less than stellar results, with the help of the federal government.

“The most recent RAND analysis of schools that used personalized learning programs that received funding through the Next Generation Learning  initiative, which have included both Summit and Teach to One, concluded there were small and mostly insignificant gains in achievement at these schools, and their students were more likely to feel alienated and unsafe compared to matched students at similar schools.  The overall results caused John Pane, the lead RAND researcher, to say to Ed Week that  “the evidence base [for these schools] is very weak at this point. ”

“Yet both Summit and Teach to One, along with other online learning programs, continue to be generously funded and promoted by Gates, Chan-Zuckerberg LLC  and other foundations.  In April, the Dell Foundation gave New Classrooms  another million to expand into high schools. On January 29, New Classrooms announced that Emma Bloomberg had joined its  Board of Directors. How many negative evaluations have to be done before billionaires stop funding and helping these companies experiment on children?”

 

 

If you are a parent or grandparent, you know that little children need less screen time, not more.

In this alarming post, blogger Wrench in the Gears quotes from transcripts where some deep thinkers (including Nobelist James Heckman) discuss ways to lure the little ones online, to give them digital badges, and scheme to come up with the right ways to sit them in front of computers.

She begins:

“This is another post with clips culled from talks given at the Center for the Economics of Human Development’s working group, Measuring and Assessing Skills: Real Time Measurement of Cognition, Personality and Behavior. It was held at the University of Chicago in February 2018. I previously shared a segment called from “Math to Marksmanship” with Nobel Prize economist James Heckman, Gregory Chung of UCLA-CRESST and Jeremy Roberts consultant to PBS Kids.

“Below are ten additional excerpts from that talk. I watched all two hours and pulled highlights, so you don’t have to.  Topics covered include: game-based learning for pre-schoolers; how to get pre-readers to create online accounts; how digital games can be used to identify “Big Five” behavior traits; and a real doozy, Dr. Heckman’s half-joking suggestion that gamification and incentives of pornography for adults could encourage parents to have their children use online games more often. No, really.”

 

Incentivizing Pre-K Online Gaming With Digital Sticker Books and Pornography (For The Adults Says Heckman, Half Joking)

Susan Adams, an editor at Forbes, took a close look at AltSchool, a billionaire-funded effort to reinvent American education by putting kids on computers. 

Max Ventillaleft Google tolaunch his startup. He’s raised plenty of dough from the billionaires, but success is thus far out of reach. Successmeans making money.

“We’re two intense hours into an interview in a stuffy, glass-paned meeting room in a former 24 Hour Fitness that is now home to one of AltSchool’s two small private schools in San Francisco for grades pre-K through 8. Ventilla, who left Google to launch AltSchool in 2013, has spent $30 million annually over the last several years while trying to find steady footing for his for-profit education startup, which runs four schools; the other two are in New York City.

“AltSchool’s 240 students, including two of Ventilla’s children—Leonardo, 5, and Sabine, 7—are guinea pigs for a software platform that AltSchool is attempting to sell to hundreds of schools both private and public. So far it has 28 customers. Revenue in 2018 was $7 million. “Our whole strategy is to spend more than we make,” he says. Since software is expensive to develop and cheap to distribute, the losses, he believes, will turn into steep profits once AltSchool refines its product and lands enough customers.

Max Ventilla, CEO and cofounder of AltSchool.

Max Ventilla, CEO and cofounder of AltSchool.TIMOTHY ARCHIBALD

“But as Ventilla admits when he lets his guard down, reaching profitability will be quite a stretch. The story of how AltSchool arrived at this point—burning cash in a failed attempt to create a profitable private-school network and fighting to sell an expensive edtech product in a crowded field—shows that the best intentions, an impressive career in tech and an excess of Silicon Valley money and enthusiasm don’t easily translate into success in a tradition-bound marketplace where budgets are tight.

“Ventilla, wearing jeans, scuffed black leather slip-ons, a faded polo shirt with AltSchool’s logo and a black fleece jacket, has been able to hemorrhage cash because, as he has it, “I’m good at telling AltSchool’s story and I’m good at raising money early.” So good that he has raised $174 million in venture capital at a $440 million valuation, according to PitchBook, more than almost any other startup working on K-12 education. That sum includes a personal investment of more than $15 million from Mark Zuckerberg and his wife, Priscilla Chan. Zuckerberg initiated two hours-long one-on-one meetings with Ventilla in late 2014, when AltSchool was only 18 months old. “He’s very detail-oriented, and he likes to drill down,” Ventilla says of Zuckerberg.”

The article has little vignettes of a few of the billionaires reinventing education.

 

 

 

Mark Zuckerberg and the Chan Zuckerberg Initiative funded the Summit learning program, which is computer-based online instruction. not personalized learning.

Students in Kansas sent a message to Zuckerberg:

 

Another student #walkout vs #SummitLearning – this time at McPherson MS in Kansas. Like earlier one in Brooklyn, protest was sparked by students’ frustrations about inadequacies of the online Learning program http://midkansasonline.com/news/?id=23280

https://www.mcphersonsentinel.com/news/20190130/mms-students-stage-walkout-to-protest-summit

Waving signs and chanting “No Summit, No Summit, No Summit,” the students spent their afternoon out of class venting their frustration with the changes in their curriculum…. “It’s a learning program that is supposed to be a better way, but you are just on a computer,” said Drake Madden, a seventh grader. “Every time I get home, my head starts hurting.” he said.

Video here: https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/1738023228

https://www.kwch.com/content/news/Students-at-McPherson-Middle-School-walk-out-to-protest-new-curriculum-505062721.htm

Audrey Watters writes here about the promises and realities of EdTech.

Why the boom in education technology? Is it the pursuit of the total transformation of schooling? Is it marketing, competition and the pursuit of profits? Is it an effort to cut costs by replacing humans with machines?

Watters writes:

OVER THE PAST FIVE YEARS, more than $13 billion in venture capital has been sunk into education technology startups. But in spite of all the money and political capital pouring into the sprawling ed-tech sector, there’s precious little evidence suggesting that its trademark innovations have done anything to improve teaching and learning.

Perhaps, though, that’s never really been the point. Rather, it may be that all the interest in education technology has been an extension of a long-running campaign to make over American schools into the image of corporate endeavor—to transform education into a marketplace for buzzword-friendly apps and instruction plans, while steadily privatizing public institutions of learning for the sake of enhancing the bottom lines of the business interests promoting investment-friendly school “reforms.”