The Broadband Imperative II: Equitable Access for Learning
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The Broadband Imperative II: Equitable Access for Learning September 2016 Founded in 2001, the State Educational Technology Directors Association (SETDA) is the principal nonprofit membership association representing US state and territorial educational technology leaders. Our mission is to build and increase the capacity of state and national leaders to improve education through technology policy and practice. For more information, please visit: setda.org. REPORT AUTHORS Christine Fox, Deputy Executive Director, SETDA Rachel Jones, Educational Consultant Suggested Citation: Fox, C., Jones, R. (2016). The Broadband Imperative II: Equitable Access for Learning. Washington, DC: State Educational Technology Directors Association (SETDA). Sponsors Thank you to the following companies for their generous support of this valuable work. SETDA www.setda.org September 2016 | Page i About this work: Based in part on SETDA’s 2012, Broadband Imperative and the 2016 State K-12 Broadband Leadership: Driving Connectivity and Access, SETDA completed this research in partnership with state and private sector leaders including state CIOs, state network managers, E-rate Coordinators and digital learning administrators. CREDITS & ACKNOWLEDGMENTS SETDA 2016-2017 BOARD OF DIRECTORS Candice Dodson, Indiana Department of Education (Chair) Todd Lawrence, Idaho State Department of Education (Chair-elect) Shannon Parks, Alabama Department of Education Consultant (Secretary) Julia Fallon, Office of Superintendent of Public Instruction, Washington (Treasurer) Laurence Cocco, New Jersey Department of Education Peter Drescher, Vermont Agency of Education Eric Hileman (Emeritus), Oklahoma City Public Schools Janice Mertes, Wisconsin Department of Public Instruction Carla Wade, Oregon Department of Education In addition to the contributions by the SETDA Board of Directors, SETDA would like to thank both members and contributors for their helpful comments and insights, including: • Jerome Browning, E-rate Coordinator, Alabama Department of Education • Cortney T. Buffington, Executive Director, KanREN, Inc. • Kevin Carman, Director, AT&T Education Channel Marketing • Douglas Casey, Executive Director, Commission for Educational Technology, Connecticut • John Chadwick, E-Rate Coordinator, New Mexico Department of Education • Bob Collie, Senior Vice President, Education Networks of America (ENA) • DeLilah Collins, E-rate and Special Projects Coordinator, Colorado Department of Education • Jeff Egly, Associate Director, Utah Education Network • Sonya Edwards, Education Administrator, California Department of Education • Derrel Fincher, OUSF Recertification Coordinator, Oklahoma Corporation Commission • Michael Flood, Vice President, Strategy, Kajeet SETDA www.setda.org September 2016 | Page ii • Adam Geller, Founder & CEO, Edthena • Rick Gaisford, Educational Technology Specialist, Utah State Office of Education • Steve Garton, Senior Manager, Common Sense Education • Lillian Kellogg, Vice President, Education Networks of America (ENA) • Jeff Mao, Senior Director, Common Sense Education • Ann-Marie Mapes, Consultant, Michigan Department of Education • Richard Marvin, Lead Marketing Manager, AT&T • Mark Masterson, CIO, Arizona Department of Education • Amy McLaughlin, Director of IT Operations, Oregon Department of Education • Katherine Messier, Managing Director, Mobile Beacon • Gayle Nelson, Vice President, Education Networks of America (ENA) • Tim Sizemore, Program Manager, Kentucky Education Network • Melinda Stanley, Assistant Director of Membership Development, KanREN, Inc. In addition, SETDA would like to thank Phil Emer, Director Technology Planning and Policy, The Friday Institute for Educational Innovation, Marie Bjerede, Founder, e-Mergents and Keith Krueger, Chief Executive Officer, Consortia for School Networking for their support of this work. This work is licensed under the Creative Commons Attribution 4.0 License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. SETDA www.setda.org September 2016 | Page iii CONTENTS EXECUTIVE SUMMARY ..............................................................................................................1 Shift in Learning Models .................................................................................................................5 Scenarios ���������������������������������������������������������������������������������������������������������������������������������������7 RECOMMENDATIONS ................................................................................................................8 1. Increase Infrastructure to Support Student-Centered Learning ......................................8 Rationale for Infrastructure Recommendations ...............................................................................8 Internet Service Provider (ISP) Recommendation ..........................................................................12 Wide Area Network (WAN) Recommendation ...............................................................................14 2. Design Infrastructure to Meet Capacity Targets ..............................................................17 Design Flexible District Networks ..................................................................................................17 Utilize Wireless Connectivity to Meet Infrastructure Needs ............................................................20 3. Ensure Equity of Access Outside of School for All Students ..........................................23 Equity Challenges Persist .............................................................................................................23 Distribute Outreach to Families About the Necessity for Out-of-School Access .............................25 Leverage Community Partnerships for Equity of Access ...............................................................27 Share Out-of-School Access Options ..........................................................................................29 4. Leverage State Resources to Increase Broadband Access ............................................31 Provide Direct State Funding for Broadband Services, Including Funding for the E-rate Match ......31 Enact State Policies to Support Deployment and Adoption �����������������������������������������������������������32 Create and/or Expand State Broadband Networks for Economies of Scale .................................33 Utilize Innovative Purchasing Options for Increased Buying Power ................................................33 Summary and Next Steps ....................................................................................................... 34 APPENDIX A: METHODOLOGY ............................................................................................... 35 APPENDIX B: FEDERAL PROGRAMS/INITIATIVES THAT SUPPORT SCHOOL ACCESS . 36 APPENDIX C: RESOURCES ......................................................................................................37 APPENDIX D: EXEMPLARS ......................................................................................................41 APPENDIX E: GLOSSARY .........................................................................................................47 ENDNOTES ............................................................................................................................... 48 SETDA www.setda.org September 2016 | Page iv EXECUTIVE SUMMARY The bar has moved. Access to high-speed broadband in K-12 education is no longer an afterthought; instead it is fundamental for implementing the student-centered learning models critical in preparing all students for college and careers in the digital age. Schools and districts are moving towards student-centered, personalized learning approaches to increase student success — utilizing digital applications to support these deeper learning experiences. High-speed broadband access enables schools to expand learning options, allowing students to create content, participate in virtual courses that may not be available on their campuses, and to collaborate with experts or other students remotely. Bandwidth capacity is required to support these digital age learning opportunities, and determines which digital instructional materials and educational applications students and educators can effectively leverage in the classroom. Recommendations In May 2012, SETDA’s groundbreaking report, The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs pushed educators and policy makers around the country to increase high-speed broadband access in schools—with specific recommendations regarding access, funding, and policies to support teaching and learning. In April 2016, SETDA and Common Sense Kids Action released the State K-12 Broadband Leadership: Driving Connectivity and Access report highlighting the powerful impact of state leadership in driving critical policy decisions at the national and state level to support broadband networks, bandwidth capacity and home access for low-income families. In this companion report, The Broadband Imperative II: Equitable Access for Learning SETDA continues to advocate for increasing robust access both in and out of school to best prepare all students for college and careers. SETDA provides the following updated recommendations for policy makers and school