Not so long ago the Boulder Valley School District Board of Education was presented with a proposal to increase from two to three the number of years of mathematics required for graduation. The proposal was in response to expected changes in state standards as well to similar changes enacted in peer districts. How could Boulder Valley School District hold its head up if it required less math for graduation than was needed for college entrance? To their credit the Board voted the increase down. Their reason? They knew that changing the way math was taught from kindergarten through high school was the only way to prepare all students to take and pass more demanding high school math requirements. In the absence OF such change, the outcome of an increase in requirements would have been either a higher drop out rate, or watered down math classes that all students could nominally pass. And as hard as it was to admit, they knew they did not yet have the resources needed to make the needed changes in mathematics education. And so they resisted the satisfaction of having done something to raise the bar until they could do something to change learning. Would that other policy makers had the same courage.
Jemone Paul on 20 Nov 20Digital Education Publishing Market study provides a decisive view on the digital education publishing by segmenting the market based on type, application, and region. All the segments of the digital education publishing market have been analyzed based on present and future trends. The data for the market and its segments are forecast for 2020 to 2026. The report has identified the segments contributing most to the overall market growth in terms of revenue along with the factors boosting their growth.
