Fall is one of my favorite times of the year. We begin to experience crisp, cool air in the mornings and evenings, and football is just around the corner! Also at this time of year, millions of students and teachers are returning to school across the country. In some regions, schools have already started earlier in the month, while in other areas school will start after Labor Day.

My son is a high school math teacher and, like so many others, is hard at work preparing for the new school year. He is looking forward to renewing relationships with students he has already taught, and getting to know many new students. Students are, hopefully, re-energized by the summer, and ready to embrace new adventures, new learning, and making new friends.

There’s one exciting development that we will see across the country this fall. Increasingly, more and more students of all grade levels are being exposed to computer science. This can take the form of computer fundamentals in the earliest grades, to coding basics in languages such as Python and Javascript in middle school, leading up to Advanced Placement CS courses, and the opportunity to earn technical certifications in high school. This is a component of an accelerating trend around the nation, as computer science is increasingly being seen as a critical subject area for all students.

The last few years have seen an increasing level of activity as it relates to computer science being incorporated into our K-12 education system. As of 2022, 41 states had adopted K-12 computer science standards, up from just seven states five years previously. Surveys have shown that a majority of educators believe that teaching computer science is just as important as teaching the core subjects such as math, reading, science and social studies.

Computer science is recognized as containing a critical set of skills which will be necessary for students’ success in their futures in school and later in their careers.  And computer science is not just relevant for those hoping to pursue technical careers. Health care, education, business, construction and many other career areas now require technical skills; in fact 80% of the jobs in the U.S. require some form of technical ability.

Increasingly, schools are moving computer science out of the after-school clubs and the elective catalog.  We are pleased to see these schools making foundational CS education available to all students. This is an equity issue to provide all students with the opportunity to learn these critical skills and concepts.

At Learning.com, we are proud to have spent over 20 years working with schools, districts and states around the country to provide digital skills and computer science programs for their students. Please join us in welcoming all students back to school this fall, and thanking educators for their tireless efforts on behalf of those students.

Click here to see recommended computer skills by grade band. 

This week is National Teacher Appreciation Week, an important time to recognize the invaluable contributions of teachers in our lives. From early childhood to higher education, teachers play a crucial role in shaping our intellectual and personal growth. Teachers inspire us, challenge us and guide us to reach our full potential.  As we celebrate this week, it’s important to acknowledge the hard work and dedication of teachers.

This is a very personal matter for me. I grew up in a family of educators—both of my parents were school teachers, and many others in my family worked in education, including my youngest son who is now a high school math teacher. I have many memories of my parents, working under the light at the dining room table, grading papers late into the evening. I was a bit of an outcast in my family for going off to get an MBA….but I’ve now worked in K-12 online education for over 20 years and have spent that time providing educational opportunities to millions of children and their families.

Teachers have always been an essential part of society, but the recent pandemic highlighted their resilience and adaptability. Over the last few years, the pandemic required that—immediately and with no preparation or warning — teachers had to switch their entire model for delivery of instruction. Years of prior practice and experience were no longer applicable, and teachers had to quickly and nimbly adapt to the new operating environment. And even post-pandemic, school environments have been changed forever, with computers in every classroom and technology being incorporated into every subject area. It has been so inspirational to see the amazing creativity and commitment from teachers all over the country as they continue to adjust to the changing environment.

At Learning.com, we partner with districts, schools and teachers to help Prepare Students for Success in the Digital World. Our blended learning programs are delivered in classrooms around the nation to help ensure students have access to high-quality programs for learning important digital skills and computer science. We strive to ensure that all of our products, lesson plans and support materials are designed to help teachers easily equip their students with the digital skills they need to succeed in school, college and their future careers.

Teacher Appreciation Week is an important time to recognize the hard work and dedication of teachers. They play a critical role in shaping our lives, and their efforts deserve to be celebrated and appreciated.  Please join us at Learning.com in expressing our gratitude to teachers for their tireless efforts, commitment and unwavering support!

Further Reading

STEM subject matter helps to teach skills such as logical reasoning and data analysis. Furthermore, students can apply scientific knowledge to their everyday lives, potentially inspiring them to pursue their interest in STEM fields—or in the many non-STEM careers where fundamental technology skills are necessary for success.

According to the U.S. Bureau of Labor Statistics, the number of jobs requiring STEM skills is expected to grow by nearly 11% from 2021 to 2031. This is nearly double the average for all other occupations. The majority of these jobs are in the fields of computer science, healthcare, engineering and data analysis. Additionally, these jobs command higher wages, on average, compared to non-STEM occupations.

For over 20 years, we at Learning.com have been partnering with school districts around the nation to provide education for K-12 students in digital skills areas such as computer fundamentals, online safety and digital citizenship, business applications such as spreadsheets, word processing and presentation software, and coding. We are very fortunate to have partnered with the South Carolina Department of Education for the past several years, and this year our curriculum offerings are available to every district in the state. Today, we are serving districts representing 126,000 students, ranging from Richland School District 2 to Allendale County Schools. Most important, students using Learning.com have shown an average improvement of 51% in their digital skills, measured across all grade levels and all skill areas.

Learning.com is proud to support South Carolina’s STEM Education Month.

Last week, I was honored to be among over 500 leaders of corporate and non-profit organizations signing a letter to governors and education leaders across the United States. This letter calls for an important shift in our K-12 curriculum across the nation, allowing for every student in every school to have the opportunity to learn computer science. Other notable signatories of the letter included Bill Gates, Michael Dell, Mark Cuban, Jeff Bezos, and the CEOs of companies such as Accenture, American Airlines, American Express, Goldman Sachs, IBM, Nordstrom, and Walmart. You can find the letter here: ceosforcs.org.

I consider this to be nothing less than a national security issue. While the United States has been a global technology leader, other places around the world are catching up. A study in 2019 showed that the U.S. graduated 65,000 students in computer science, compared to 185,000 in China and 215,000 in India. The economic security of our nation is rooted in continuing to maintain our leadership in technology and digital skills. Today, there are 700,000 open computer science positions in the U.S.—in every industry in the nation—and not nearly enough CS graduates to fill those spots. Only 5% of our high school students study computer science.  As the letter notes, our nation needs to ensure we are exposing students in K-12 to computer science concepts, even as early as elementary school.

This letter is just the latest example of the increasing recognition in our society of the importance of computer science education—not just for careers in technology, but for every career in today’s increasingly digital world. The rise of remote work has only accelerated these needs, as now anyone can dream of pursuing a high-paying, high-skilled position regardless of geography. Recently, as many as 40 states have adopted some form of K-12 computer science standards, and more state education funds are being allocated to this issue over time.  We are making progress, but more work remains to be done.

Many of the state standards that are being implemented are based in part on the K-12 computer science standards developed by the Computer Science Teachers Association (CSTA). An examination of the CSTA standards leads to some interesting findings. When most of us think about computer science we think about coding: applications, programming, app development and the like. And indeed, the CSTA standards deal at length with these areas. But what strikes me is that more than half of the CSTA standards are in other areas—such as computer fundamentals like devices and software, online safety and digital citizenship, networking and online communication, and data visualization and analysis.

Especially in the earliest years in school, some of these “other” computer science topics provide important foundational knowledge and digital skills to help students be better prepared for deeper computer science concepts later in school. Increasingly, K-12 educators are recognizing that a comprehensive computer science curriculum begins in the earliest grades with age-appropriate lessons about online safety, computer fundamentals, and other foundational digital skills that must be mastered before more complex skills like coding or game design are introduced. At Learning.com, we are proud to work with schools, districts and states across the country to incorporate essential digital skills at every level: from online safety and computer basics starting in kindergarten, through advanced topics like algorithmic thinking and coding, to ensure students are prepared to succeed in the digital age.

Click here to see recommended computer skills by grade band. 

Further Reading

For me, this is a very personal matter. I grew up in a family of educators—both of my parents were school teachers, and many others in my family worked in education. I was the outlier in my family for going off to get an MBA.  But apples don’t fall far from the tree—I’ve now worked in online education for over 20 years, my oldest son spent several years working in youth services with middle-school kids, while my younger son is a high school math teacher and coach.

Growing up, I saw the hard work and dedication that teaching takes.  I have many memories of my parents working late into the night, sitting at the kitchen table grading papers. At that time, as today, teaching was a respected profession but not highly paid. As a result, both of my parents took numerous second and third jobs in addition to their full-time teaching positions; my mother taught evening courses at the local community college, while my father worked construction and manufacturing jobs (as well as playing in a band on weekend, which he would have done even if he didn’t get paid!).

But the rewards were great. I heard many stories about former students of my parents coming back to the school and thanking my parents for the difference they’d made in those students’ lives. These moments always filled my parents with pride and joy.

“Education is not the filling of a pail, but the lighting of a fire.”

This quote (often attributed to the 19^th century poet William Butler Yeats, but which more likely originated with the philosopher Plutarch) is one that has long been a favorite of mine. Our favorite teachers are those who have inspired us, challenged us, and driven us to believe in ourselves.

At Learning.com, we partner with districts, schools, and teachers to help prepare students for success in the digital world. Our blended-learning programs are delivered in classrooms around the nation to help ensure students have access to high-quality programs for learning important digital skills in areas such as computer fundamentals and typing, online safety, computational thinking and coding, and business applications such as word processing, presentations, spreadsheets and more. We strive to ensure that all of our products, lesson plans and support materials are designed to save teachers time.

From all of us at Learning.com: Thank you to all of our teacher partners for the incredible work you do!

Further Reading

Earlier this month, I attended the ASU-GSV Education Summit in San Diego, California. The event, in its 13^th year, is organized by Arizona State University and Global Silicon Valley (a venture capital firm which focuses on investments into the education technology industry). I’ve attended for the past 11 years, and the event is always a great gathering of entrepreneurs, educators, non-profits, investors, politicians and celebrities. The Summit has been, since its inception, focused on the mission of giving all people equal access to the future—and that the foundation is access to a quality education.

Over the past two years, we have seen an explosion in the adoption of digital learning around the nation, and around the world. Digital learning was already gaining acceptance pre-pandemic, but the shifts brought about by COVID-19 – to both remote learning and remote work – have dramatically accelerated the adoption, and quality, of digital learning. The discussions at the ASU-GSV Summit, as always, brought visibility to a number of exciting areas in which this is taking place.

The Summit this year reportedly hosted a record 5,700 attendees. For the last several years, the Summit has been held at the Manchester Grand Hyatt in San Diego – a great hotel. But most attendees, like me, come to the Summit for networking meetings, and this year with so many attendees it was VERY difficult to find a place to sit for meetings. I did many meetings just going for walks along the marina. Hopefully in future years, if attendance continues to grow, they will find ways to create more meeting spaces at the hotel.

There were a number of interesting new themes at the Summit this year:

• Closing the Digital Divide – There were two sessions on this topic on the main stage on Wednesday morning. The first session featured a panel which included, among others, Jessica Rosenworcel, the current chairwoman of the FCC. During her introductory remarks, the chairwoman said, “we need to make sure that every kid has the devices, broadband access and Digital Skills to be able to participate in our digital world.” It was like she’d been reading my blog posts!  😊
• A new track of sessions this year focused on Career Readiness education in middle and high school. The track was sponsored by American Student Assistance (ASA) – a national non-profit founded in 1956 as a provider of student loan guarantees for higher education. In recent years, ASA has evolved their focus to giving young people—starting in middle school—the agency to explore education options, career pathways, and to make future plans on their terms. ASA is sponsoring a number of interesting initiatives to expand career education options in middle and high school, leading to better informed students as they enter college, or better direct K-12 to career options. Learning.com operates at the intersection of digital skills education and careers, so these are very timely and thought-provoking initiatives for us.
• Bleeding Edge – Web3, metaverse, games. Another new track focused on how leading-edge future technology developments—AI/Machine Learning, AR/VR, the Metaverse, Web3/blockchain/crypto/NFTs, etc.—can eventually impact education. Some of these developments may drive meaningful impactful in the nearer term, and some will take longer to develop. But these areas are important to keep a watchful eye on.

I also met with several current and potential partners for Learning.com, including:

• Ben Powell of EdBD – EdBD is a service provider to edtech companies and is a current partner of Learning.com; Ben has long experience working in edtech business development and EdBD is delivering great results in their current project with us.
• Tom Luna, Dr. Rod Berger and Adam Giery of Strategos – Strategos is a strategy, public affairs and government advocacy firm focused on the education industry. They have done great work for LCOM on several past projects, and likely future projects as well.
• Dr. Erin Carr-Jordan, Executive Director of the Digital Equity Institute – the Institute is a forward-thinking organization that is working with governments around the world to help close the digital divide by bringing underserved communities access to devices, broadband, digital skills and support. LCOM is proud to be a partner with Erin and her team.
• Curt Allen, CEO of Agilix – Agilix has rolled out a new product, TutorKit, during the pandemic to help districts tackle the learning loss that has had such a dramatic negative effect on our students the past two years.
• Plus a number of private equity investors, investment bankers and others who focus on the education software space, and who share our excitement for the bright future for this industry and for Learning.com’s positioning in particular.

As always, the Summit this year was an amazing gathering for networking, sharing ideas and learning from so many other talented leaders across the industry.

Check out our events page to see where you can catch up with Learning.com in person!

Further Reading

In recent years, the majority of state assessments around the country such as PARCC, Smarter Balanced and ACT Aspire are being administered online. The movement continues around the country; Texas is just beginning to administer their STAAR assessments online in a pilot phase during this school year. Around the beginning of this shift, in 2014, a Gallup poll found over 70% of elementary school teachers felt their students were “not well prepared” with respect to having the necessary technology skills to be successful in the upcoming online assessments.

There were many examples across the country where students who took the online assessments via paper-and-pencil scored significantly better than their peers who took the tests online. A U.S. Department of Education study of the writing skills of 10,000 fourth-graders found that students performed better on the writing tests using pencil and paper than they did using the computer. The differences were even greater for students considered average- or low-performing, minority, or low-income. The average length of written responses was 30% lower on a computer as compared to the paper responses. In published studies from Illinois and Maryland, for example, students taking the state exams on paper scored significantly higher than students taking the exams online.

At the end of the day, this boils down to a lack of fluency in keyboarding (or typing) and discomfort with computer basics such as using a mouse to click and drag. Students are thinking about their fingers on the keyboard, not their answers to the questions.

It might be assumed that, after the pandemic-induced remote learning experience of the past two years, this gap would be eliminated. However, we still see signs of this digital skills gap. One of our customer districts in Texas recently reported that, as they started to pilot the online STAAR assessment this year, the students who took the STAAR test online scored 20% worse than the students who took the exam on paper.

We at Learning.com have been working for years to help ensure our partners’ students are well-positioned with the digital skills to be successful in online state assessments. In fact, in several studies we have done with our partner districts, covering over 30,000 students, we’ve seen results consistently showing that students using our flagship product can see improved performance on these exams. In fact, students who are top users of EasyTech earn proficiency rates on these math and ELA exams that range from 1.5 times to 7 times the proficiency rates of low- and non-users.

The pandemic has brought to light the reality — and challenge — of the digital skills gap even for our “digital natives.” We’re working with our partners to help prepare students for success in a digital word. This spring, the focus may be on success in online assessments. But as our world moves increasingly online — with telemedicine, online banking, remote work and remote learning — the digital skills students gain now will be essential to success in every season of their lives.

Learn how Learning.com’s award-winning digital literacy curriculum can help achieve digital equity in your district today!

Further Reading

The term digital divide was first used in the mid-1990s, to describe the gap between those who have access to computers and the internet and those who do not.  And even today, the Oxford Dictionary defines the digital divide as “the gulf between those who have ready access to computers and the internet, and those who do not.”

However, during the past two years, COVID-19 highlighted and accelerated two trends which, together, are bringing to light a third element of the digital divide: those who lack sufficient digital skills to fully participate in today’s digital society.

• First, COVID accelerated the previously existing trends toward remote work, online learning/digital content, telehealth, online banking, etc; and
• COVID magnified the recognition of the digital skills gap—in schools, workplaces and especially under-served populations.

As a result, it is becoming more widely accepted that efforts to close the digital divide must include not only improving access to devices and broadband access, but also ensuring that target populations gain the digital skills to effectively participate in the digital world.

A study published by the National Skills Coalition indicated that 1 in 3 workers (aged 16-64) lack foundational digital skills.  And the gap is projected to only increase: World Economic Forum estimated that, over a five year period, 85 million jobs worldwide would be eliminated due to the rise of artificial intelligence and automation. These jobs tend to be low-skill jobs such as data entry specialists, bookkeepers, secretaries and administrative assistants, and stock-keeping clerks.  Meanwhile, the same report predicts that over the same period, 97 million new jobs will be created, in fields such as data analysis, machine learning, digital marketing and process automation.

Additionally, Salesforce recently published a Digital Skills Index, based on survey results of 23,000+ workers across 19 countries.  Some key findings:

• A majority of workers say they lack the digital skills to prepare them for the future
• Workers scored an average of 33 points out of 100 on the Digital Skills Readiness Index
• Nearly 3 out of 4 respondents say they aren’t equipped with the resources needed to learn the digital skills they need to succeed in the current and future workplace
• Only 31% of Gen Z respondents (the first truly digital native generation) feel “very equipped” for a digital-first job right now. A low percentage of Gen Z workers believe they have “advanced” digital skills in areas like coding (20%), data encryption and cybersecurity (18%) and AI (7%)
• For Baby Boomers, only 17% believe they are “very equipped” for digital-first employment.

A recent RAND report highlights that the digital skills gap comes with high economic cost: 14 G20 countries could miss out on an estimated $11.5 trillion cumulative GPD growth if the digital skills gap isn’t addressed.

The good news is that corporations, foundations and governments (federal, state and local) are recognizing the imperative for ensuring our population has the necessary resources—and skills—to participate in the increasingly digital world. We are seeing many recent examples of this commitment to addressing the digital skills gap, not the least of which is $2.8 billion in federal funds to the Digital Equity Act. We at Learning.com are fortunate to be able to work with many partners in this area.

For 20 years, Learning.com has worked with school districts and states around the nation to provide digital skills education to K-12 students. Our digital curriculum spans computer fundamentals and keyboarding, which are essential in nearly every facet of school and work now, to more advanced skills like data analysis and coding, that can lead directly into digital-first careers. We know that ensuring that students from all kinds of districts – rural and urban, large and small – get an early start on developing these essential skills, means they will gain access to full participation in the digital economy. And we’re looking forward to working together with others to close the current digital divide once and for all.

Further Reading

January is always a great time to look ahead at our expectations for the coming year. I believe that 2022 will, while continuing to suffer effects of the pandemic, provide some exciting developments across the K-12 and edtech markets.

Pandemic – We’re Not out of the Woods Yet

At this point in mid-January, our country is experiencing new levels of impact from COVID-19. Amazingly, both the daily number of new cases and current hospitalizations in the U.S. are surpassing those of January 2021. But there is encouraging news—for those who are vaccinated Omicron generally causes less serious symptoms, and in other countries that were hit with Omicron earlier than the U.S. (such as South Africa, the U.K.) the variant tended to peak quickly and then decline after a short period.

But even with the hopeful signs, Omicron is extremely disruptive for our nation’s school districts. We are seeing more schools around the country returning to some form of remote learning on a temporary basis. COVID-19 has hit staffing levels very hard; some schools report that as many as 30% of teachers are out due to the virus. There are many reports of district office administrators filling in as substitute teachers when there aren’t enough normal substitutes available. All of this creates a tremendous challenge for teachers, schools and districts. Our hope is that, as in other places, the Omicron variant burns out quickly.

Nevertheless, this latest variant reminds us that we are not out of the woods yet, and our school systems may continue to be impacted by the pandemic in unpredictable ways throughout the new year.

Digital Access for All Getting Increased Attention

In 2022, we expect to see significant, large-scale efforts launched across the country to tackle the issue of digital access for all—both within K-12 and more broadly in underserved communities around the nation. To date, 26 states have announced digital access initiatives (under a variety of labels)—calling out the need for not only improved access to devices and broadband connectivity, but also digital skills and digital literacy instruction. I’m going to share more about this in the coming weeks.

Continued Acceptance of Digital Learning

Even as we (eventually) go back to more in-person learning, the K-12 market has been changed forever in terms of the recognition and acceptance of the power of digital learning. Digital learning brings the ability to drive many advances in the teaching and learning experience: moving toward personalized education and assessment-driven delivery of instructional materials; classroom management tools that can save teachers time; higher levels of student engagement from high production-quality animations; and a general increase in the ability of a teacher, school or district to make better data-informed decisions. Digital learning was already growing in acceptance across the K-12 market—COVID-19 dramatically accelerated that acceptance. The genie won’t go back in the bottle.

A Favorable K-12 Funding Environment

Federal stimulus dollars typically take a lengthy time to make their way into the hands of districts. The federal government passes appropriations bills, there is a lag for those funds to end up in the hands of states, and then another delay for those funds to finally end up in the bank accounts of districts. 2020/21 is no different. According to The Learning Counsel, there is approximately $157 billion in K-12 federal appropriations that remains to be spent as of the end of 2021. Some of this is restricted in its use, but the $125 billion allocated for K-12 in the American Rescue Plan Act is relatively unrestricted in what the funds can be spent on, and only about 10% of that has been allocated to districts as of the end of 2021. In addition, Governor Gavin Newsom of California recently requested a $100 billion budget for K-12 and community colleges in 2022, a dramatic increase.

The funding environment for edtech companies should be very favorable, which will create lots of opportunities for more districts to benefit from the many fantastic tools and other products that exist to improve students’ learning.

Greater Focus on Credentialing and Career Pathways in High Schools

We are seeing more from districts around the country about interest in bringing programs into their high schools that will enable career—focused certifications, and more career pathways opportunities. I have long been a fan of career programs into high schools—studies have long shown that bringing career relevance to high school students improves student engagement, graduation rates, test scores and college acceptance rates. As the pandemic, and overall technological advances, have caused education systems to re-evaluate the outcomes they want to deliver for students, I expect to see further development in this area.

While we are certainly in a challenging environment at present, we see tremendous opportunity ahead during 2022 for growth and development in the K-12 market and K-12 edtech specifically.

Further Reading

Digital Divide in Focus

There were many notable developments across the K-12 market throughout 2021.  First, COVID-19 has driven significantly increased recognition across the nation of the Digital Divide.  This has led to further commitment to the provision of digital skills instruction as an important “third leg of the stool” when attacking the Digital Divide (along with universal access to devices and broadband connectivity).

As a result, the U.S. federal government, in various stimulus bills, has targeted billions of dollars toward, increasing the teaching of digital skills.  And recently, 94% of U.S. K-12 teachers surveyed cited COVID as increasing the need to teach their students digital skills…yet only 39% of teachers believed their school is doing this well.

Notable Trends

In our work around the nation, we’ve also seen continuation of trends which were in place before the advent of COVID-19, with increasing attention being paid to the importance of digital skills such as coding, online safety, and information literacy.  At the national ASU-GSV conference in August 2021, there was more discussion of these topics this year than at any of the prior ASU-GSV conferences I’ve attended over the years:

• “Teaching critical (information) consumption must start in elementary school,” according to a  of February 2021 report by Getting Smart and EduInnovation;
• A report projected that tech workforce shortages will cost U.S. businesses $162 billion by 2030
• In October, a survey commissioned by the University of Phoenix found that “desire to improve technology skills plays a role in 89% of adult learners’ decisions to pursue a college degree”
• In March, it was reported that there were 400+ publicly reported cyber security incidents at K-12 schools/districts in 2020, significantly up from prior years; and
• Educators continue grappling with Stanford University researchers’ findings that 96% of high school students are unprepared to judge the credibility of information on the internet.

At Learning.com, we are encouraged by the increasing attention to these developments.  We work with school districts and states around the country to pursue our mission of preparing students for success in our digital world.  For over 20 years, we have worked with tens of thousands of schools and millions of students each year, providing award-winning, adaptive, standards-aligned lessons and application exercises in critical digital skill areas such as keyboarding, online safety, information literacy, coding, and more.

A Year of Gratitude

We deeply appreciate the continued and long-time support of our school, district and state partners—as evidenced by record retention and expansion performance this year.  2021 brought our strongest growth in a number of years, and our highest profitability in at least a decade.   Our team worked tirelessly during 2021 (while continuing to adjust to our own remote-work environment) to develop important new advancements for our customers—additional K-2 content, especially in the areas of online safety and information literacy, and important updates modernizing our Teacher Center, and improving ease of use.

We are inspired by the expressions of gratitude and recognition that we hear from the educators we serve:

“Both EasyTech and EasyCode Pillars make learning gains in technology fun for students and leave them wanting to learn more!”

— Deborah P Berman, B.A, M.B.A., Sarasota County Schools

“The customer service at Learning.com needs to be mentioned. They have provided us with total assistance in integrating the technology within our courses and are consistently available to our teachers and administration.”

—Courtney Kavanaugh, Seminole County Public Schools

Thank you to all of those who continue to work to serve K-12 students across the nation, and who continue to recognize the importance of preparing our students for success in the digital world.  Happy Holidays, and we look forward to working with you in the new year!

Further Reading