In last week’s Washington Post, former Chronicle of Education Editor Jeff Selingo wrote an opinion piece about Harvard and its peers and their continued low admission rates. According to Mr. Selingo, some of these institutions’ alums may view the low, single-digit admissions rates as a confirmation of their alma maters’ popularity and prestige. He believes that these numbers are signs of institutional failure.
I haven’t lived inside the city limits of a big city since attending grad school in New Orleans. Accustomed to life in the suburbs over the past four decades, I acquiesced to the idea of living in South Austin post-retirement.
After reading and writing about Steven Mintz’s Inside Higher Ed article questioning whether or not educational technology will ever live up to its promise, I thought about the workhorse software that most colleges and universities use: the Learning Management System (LMS).
In a recently published article in The Wall Street Journal, reporter Angus Loten writes about the pandemic-induced acceleration of artificial intelligence (AI) implementations by businesses, with some industries pulling ahead of others.
In a recently published EdSurge article, senior reporter Emily Tate reports that the edtech industry in the U.S. is massive. In 2020, edtech startups and existing companies raised $2.2 billion from investors. Despite the continuing investment of capital in the industry, no one knows what the aggregate industry revenues are.
The sequels continue as responses come in to the now-famous Atlantic article by Caitlin Flanagan about independent school graduates comprising a higher percentage of elite college admissions than their overall share of high school graduates would indicate.
In a recently published research paper, “Priced Out: What College Costs America,” National Association of Scholars Research Fellow Neetu Arnold examines three issues in U.S. higher education: inflated tuition, continuously expanding administrative positions, and increasing levels of student debt. She also shows how they join and reinforce each other to the detriment of America.
Last month, the Organisation for Economic Co-operation and Development (OECD) issued a report about the potential impact of artificial intelligence (AI) on education. Authored by Dirk Van Damme, Head of the OECD Centre for Educational Research and Innovation, the report begins by mentioning the collapse of the financial system in 2008, the pandemic, and climate change. It also states that the most disruptive change in the 21st century will be AI.
In his recently published blog article for Inside Higher Ed, University of Texas professor Steven Mintz asks a pivotal question: “Can educational technology ever live up to its promise?”
“It’s the economy, stupid!” was Bill Clinton strategist James Carville’s directive to keep his presidential campaign staffers on message during his successful 1992 run for the presidency. While I chose not to use a paraphrase of that slogan in my recent post about Caitlin Flanagan’s article stating that private schools in the U.S. have become obscene, perhaps I should have.