education marketplace

Murdoch buys education tech company Wireless Generation

Rupert Murdoch’s News Corporation took its second step into the education world this evening when it made a deal to buy Wireless Generation, a Brooklyn-based education technology company.

Murdoch took his first step nearly two weeks ago, when he acquired the chancellor of New York City’s public schools, Joel Klein. In an announcement that took most of his staff and top advisors by surprise, Klein told reporters that he was leaving the Department of Education for a job at News Corp., where he will be an executive vice president overseeing investments in digital learning companies.

After Klein resigned, News Corp. officials told The New York Times that they planned to make “seed investments” in entrepreneurial education companies. The acquisition of Wireless Generation may be the first of these investments.

“Wireless Generation is positioned to grow aggressively, and it was the right time in the company’s journey to find a home where it will have access to the resources it needs to fuel that aggressive growth,” said spokeswoman Andrea Reibel in a statement.

Reibel would not comment on when talks began, but said the deal was finalized this evening. For $360 million in cash, News Corp. now owns 90 percent of Wireless Generation, a company with 400 employees.

“When it comes to K through 12 education, we see a $500 billion sector in the U.S. alone that is waiting desperately to be transformed by big breakthroughs that extend the reach of great teaching,” said News Corporation Chairman and CEO, Rupert Murdoch in a statement.

“Wireless Generation is at the forefront of individualized, technology-based learning that is poised to revolutionize public education for a new generation of students,” he said.

Wireless Generation has made its business partly by cobbling together government contracts with school systems. In New York City, it took over development and management of ARIS, the city’s online warehouse of student data, which began under IBM. It also helped write the algorithm for School of One, a program run by the DOE that teaches students math by having them run through a playlist of exercises on their laptops and face-to-face with teachers.

The company is likely to make a bid to build the technological pieces of the national tests that will be tied to the “common core” standards.

Wireless Generation CEO Larry Berger has made a name for himself in the education world in part because of a PowerPoint presentation he delivers explaining the barriers to innovation in the education sector, especially the challenges of breaking the monopolies held by the education publishing companies.

In recent weeks, Klein has mentioned his interest in other online learning ventures such as Israeli-based Time to Know, which sells an online curriculum to about 20 city schools, and School of One.

News Corp.’s full press release follows:

News Corporation today announced it has signed a definitive agreement to acquire 90 percent of Wireless Generation, a privately-held Brooklyn-based education technology company for approximately $360 million in cash.

Upon completion of the transaction, Wireless Generation will become a subsidiary of News Corporation and will be managed by founder and CEO Larry Berger, President and COO Josh Reibel, and Executive Vice President and Chief Product Officer Laurence Holt, who will collectively retain a 10 percent interest.

Established in 2000, Wireless Generation provides mobile and web software, data systems and professional services that enable teachers to use data to assess student progress and deliver individualized instruction. Serving more than 200,000 teachers and three million students across all 50 states, the Company is dedicated to creating innovative tools to help educators teach smarter. It currently has 400 employees.

“When it comes to K through 12 education, we see a $500 billion sector in the U.S. alone that is waiting desperately to be transformed by big breakthroughs that extend the reach of great teaching,” said News Corporation Chairman and CEO, Rupert Murdoch. “Wireless Generation is at the forefront of individualized, technology-based learning that is poised to revolutionize public education for a new generation of students.”

A recognized leader in the movement to personalize the educational experience through the use of data and technology, Wireless Generation also builds large-scale data systems that centralize student data, give educators and parents unprecedented visibility into learning and foster professional communities of educators with social networking tools. The Company is a key partner to New York City’s Department of Education on its Achievement Reporting and Innovation System (ARIS) as well as on the City’s School of One initiative, named by TIME Magazine as one of the Best Inventions of 2009.

“We’re delighted to be joining a company that has a long history of growing entrepreneurial, innovative businesses,” said Larry Berger, CEO of Wireless Generation. “Rupert believes in the power of digital platforms to reach more people with better information, more swiftly than ever and he understands the transformative effect technology can bring to the process of learning.”

News Corporation (NASDAQ: NWS, NWSA; ASX: NWS, NWSLV) had total assets as of September 30, 2010 of approximately US$56 billion and total annual revenues of approximately US$33 billion. News Corporation is a diversified global media company with operations in six industry segments: cable network programming; filmed entertainment; television; direct broadcast satellite television; publishing; and other. The activities of News

Corporation are conducted principally in the United States, Continental Europe, the United Kingdom, Australia, Asia and Latin America.

About Wireless Generation

Wireless Generation creates innovative tools, systems and services that help educators teach smarter. With its solutions, educators can feasibly apply research-based, proven practices such as frequent progress monitoring and needs diagnosis, data-informed decision-making, differentiated instruction and professional collaborations across classrooms, grades, schools. The company has helped educators to address and solve some of the most pressing challenges in teaching and learning. Wireless Generation currently serves more than 200,000 educators and three million students.

the aftermath

What educators, parents, and students are grappling with in the wake of America’s latest school shooting

Kristi Gilroy (right) hugs a young woman at a police check point near the Marjory Stoneman Douglas High School where 17 people were killed by a gunman in Parkland, Florida. (Photo by Mark Wilson/Getty Images)

It’s hard to know where to start on days like this.

The shooting at Marjory Stoneman Douglas High School in Parkland, Florida, that left 17 people dead on Wednesday has elicited both terror and anger — and raised debates that are far from settled about how to keep American students safe.

Here are a few storylines we noticed as the country again grapples with a tragic school shooting:

1. You’re not wrong to think it: There have been a lot of mass shootings, and many recent ones have been especially deadly.

Data on school shootings specifically, though, is notoriously murky. As the Atlantic recently noted, varying definitions can contribute to either “sensationalizing or oversimplifying a modern trend of mass violence in America that is seemingly becoming more entrenched.”

But by NBC News’ count, 20 people have been killed and more than 30 have been injured in school shootings this year. That’s a lot — and more news organizations are now trying to keep a careful tally.

2. The consequences of traumatic events like the shooting at Stoneman Douglas are likely to be felt for some time.

A number of studies have found that violent and traumatic events in and outside of school do real damage to student learning, as we’ve reported — particularly among students who are already struggling. Here are some resources for teachers who need to talk to their students about trauma.

3. The tragedy is already renewing debates over whether or how to arm teachers.

Education Week gathered some of those calls from politicians Thursday. “Gun-safety advocates say that teachers can’t safely and quickly move from the mindset of teaching to being asked to fire a gun at an active shooter,” the story also notes.

This doesn’t even get at the debate about whether anyone should have access to the kind of gun the shooter used. Students from the district, for their part, told Broward schools chief Robert Runcie Thursday “that the time is due for a conversation on sensible gun control,” the Miami Herald reported.

Whether other technology and infrastructure can help keep students safe is a topic of ongoing discussion in communities across the country. Colorado lawmakers are considering a bill to help schools buy communications systems that would allow them to talk directly to police and other emergency responders. Officials from districts that already use this equipment described them as a way to increase safety without “turning our schools into prisons,” even as they also assured lawmakers that the radios were just as useful for serious playground injuries and broken-down buses as for the much rarer active shooter situations.

In Tennessee, one school district near Nashville announced plans to close schools next Monday to review all safety plans with school staff and local law enforcement.

4. In some places, the shooting is unlikely to change the school safety debate at all.

In New York City, for example, conversations about school safety in recent years have revolved around discipline policies and metal detectors (though police have seized an increasing number of weapons from city schools). There’s little appetite there to arm teachers.

5. But all across America, the shooting and others like it have added a frightening tone to what it means to teach and learn in schools today.

“I know you are waking up this morning to a nightmare,” a former educator wrote in a “love letters to teachers” on Teaching Tolerance. “I know you are frustrated, tired and weary of the news. I know you are wearing your coat of bravery today.”

“I’m so, so angry and I’m having a hard time today looking at my students and not thinking about what happens when it’s my school’s turn,” wrote one commenter on the Badass Teachers Association Facebook group.

getting to graduation

New York City graduation rate hits record high of 74.3 percent in 2017

PHOTO: Christina Veiga
Mayor Bill de Blasio announced the 2017 graduation rate at South Bronx Preparatory school.

New York City’s graduation rate rose to 74.3 percent in 2017, a slight increase over the previous year and a new high for the city.

The 1.2 percentage point increase over the previous year continues an upward climb for the city, where the overall graduation rate has grown by nearly 28 points since 2005. The state graduation rate also hit a new high — 82.1 percent — just under the U.S. rate of 84.1 percent.

The city’s dropout rate fell to 7.8 percent, a small decline from the previous year and the lowest rate on record, according to the city.

“New York City is showing that when we invest in our students, they rise to the challenge and do better and better,” Mayor Bill de Blasio said in a statement Wednesday.

More graduates were also deemed ready for college-level work. Last year, 64 percent of graduates earned test scores that met the City University of New York’s “college-ready” benchmark — up more than 13 percentage points from the previous year. 

However, the gains came after CUNY eased its readiness requirements; without that change, city officials said the increase would be significantly smaller. But even with the less rigorous requirements, more than a third of city students who earned high-school diplomas would be required to take remedial classes at CUNY.

Phil Weinberg, the education department’s deputy chancellor for teaching and learning, noted that CUNY’s college-readiness requirements are more demanding than New York’s graduation standards — which are among the toughest in the country.

We will work toward making sure none of our students need remediation when they get to college,” he told reporters. “But that’s a long game for us and we continue to move in that direction.”

The rising graduation rates follow a series of changes the state has made in recent years to help more students earn diplomas.

The graduation-requirement changes include allowing students with disabilities to earn a diploma by passing fewer exit exams and letting more students appeal a failed score. In addition, students can now substitute a work-readiness credential for one of the five Regents exams they must pass in order to graduate — adding to a number of other alternative tests the state has made available in the past few years.

About 9,900 students used one of those alternative-test or credential options in 2017, while 315 students with disabilities took advantage of the new option for them, according to state officials. They could not say how many students successfully appealed a low test score; but in 2016, about 1,300 New York City students did so.

The news was mixed for schools in de Blasio’s high-profile “Renewal” improvement program for low-performing schools. Among the 28 high schools that have received new social services and academic support through the program, the graduation rate increased to nearly 66 percent — almost a 6 percentage point bump over 2016. Their dropout rate also fell by about 2 points, to 16.4 percent, though that remains more than twice as high as the citywide rate.

However, more than half of the high schools in that $568 million program — 19 out of 28 — missed the graduation goals the city set for them, according to a New York Times analysis based on preliminary figures.

Graduation rates for students who are still learning English ticked up slightly to 32.5 percent, following a sharp decline the previous year that the state education commissioner called “disturbing.” City officials argue that students who improved enough to shed the designation of “English language learner” in the years before they graduated should also be counted; among that larger group, the graduation rate was 53 percent in 2017.

Meanwhile, the graduation-rate gap between white students and their black and Hispanic peers narrowed a smidgen, but it remains wide. Last year, the graduation rate was about 83 percent for white students, 70 percent for black students, and 68 percent for Hispanic students. That represented a closing of the gap between white and black students by 0.4 percentage points, and 0.1 points between whites and Hispanic.

Asian students had the highest rate — 87.5 percent — a nearly 2 point increase from the previous year that widened their lead over other racial groups.

Christina Veiga contributed reporting.