Grade Change: Tracking Online Education in the United States, 2013

Sloan Consortium

“Grade Change: Tracking Online Education in the United States” is the eleventh annual report on the state of online learning in U.S. higher education.

The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board, and is sponsored in part by Pearson and the Sloan Consortium.

Bracing for Demographic Shifts, Colleges Face Tough Trade-Offs

Chronicle of Higher Education

“Demographic projections have inspired doomsayers and daydreamers alike. The sky-is-falling contingent says the declining number of white, affluent high-school graduates will sink many tuition-dependent colleges. Meanwhile, optimistic observers predict that population shifts will compel institutions to transform themselves by embracing underrepresented students like never before.”

How Teachers are using Technology at Home and in their Classrooms

Pew Internet & American Life Project

Author Kristen Purcell

“A survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts.”


A Path to Alignment: Connecting K-12 & Higher Education via the Common Core and the Degree Qualifications Profile

Lumina Foundation, by Paul L. Gaston and David T. Conley

“The Common Core State Standards (CCSS), which aim to assure competency in English/language  arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness  for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but not sufficient guidance to high school students preparing for college study. A coordinated strategy to prepare students to succeed in college would align these two undertakings and thus bridge an unfortunate and harmful cultural chasm between the K-12 world and that of higher education. Chasms call for bridges, and the bridge proposed by this white paper could create a vital thoroughfare”