View in EDS

Big Claims, Little Evidence, Lots of Money: The Reality behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Programs

Saved in:
Bibliographic Details
Title: Big Claims, Little Evidence, Lots of Money: The Reality behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Programs
Language: English
Authors: Boninger, Faith, Molnar, Alex, Saldaña, Christopher, University of Colorado at Boulder, Commercialism in Education Research Unit (CERU)
Source: Commercialism in Education Research Unit. 2020.
Availability: Commercialism in Education Research Unit. Available from: National Education Policy Center. University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu/ceru-home
Peer Reviewed: Y
Page Count: 41
Publication Date: 2020
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Descriptors: Individualized Instruction, Electronic Learning, Charter Schools, Instructional Effectiveness, Academic Achievement, Career Readiness, College Readiness, Marketing, Educational Finance, Private Financial Support, Educational Change, Privacy
Geographic Terms: California, Washington
Abstract: Virtual learning and personalized learning have been at the forefront of education reform discussions for over a decade. Backed by almost $200 million philanthropic dollars from the Chan-Zuckerberg Initiative, the Gates Foundation, and others, Summit Public Schools has aggressively marketed its Summit Learning Platform to schools across the United States since 2015. As a result, the Summit Learning Program is now one of the most prominent digital personalized learning programs in the United States. Its rapid spread--despite a lack of transparency and the absence of convincing evidence that it can deliver on its promises--provides a powerful example of how policymakers are challenged when faced with a well-financed and self-interested push for schools to adopt digital personalized learning programs. There is now an urgent need for policymakers to move quickly to protect the public interest by establishing oversight and accountability mechanisms related to digital platforms and personalized learning programs. [Seven appendixes as well as the authors' reply to T.L.P. Education's blog response to this research brief are available on the publisher's web site.]
Abstractor: As Provided
Entry Date: 2020
Accession Number: ED607124
Database: ERIC
Description
Abstract:Virtual learning and personalized learning have been at the forefront of education reform discussions for over a decade. Backed by almost $200 million philanthropic dollars from the Chan-Zuckerberg Initiative, the Gates Foundation, and others, Summit Public Schools has aggressively marketed its Summit Learning Platform to schools across the United States since 2015. As a result, the Summit Learning Program is now one of the most prominent digital personalized learning programs in the United States. Its rapid spread--despite a lack of transparency and the absence of convincing evidence that it can deliver on its promises--provides a powerful example of how policymakers are challenged when faced with a well-financed and self-interested push for schools to adopt digital personalized learning programs. There is now an urgent need for policymakers to move quickly to protect the public interest by establishing oversight and accountability mechanisms related to digital platforms and personalized learning programs. [Seven appendixes as well as the authors' reply to T.L.P. Education's blog response to this research brief are available on the publisher's web site.]