As we were putting the final touches on our new report, The Supplemental Curriculum Bazaar: Is What’s Online Any Good?, Amazon unveiled a “new storefront” called Amazon Ignite. The site will allow educators to earn money by publishing—online, of course—their original educational resources (lesson plans, worksheets, games, and more).
The e-commerce titan’s entry into the curricular marketplace is obviously motivated by a perceived market opportunity—and that’s not wrong. The vast majority of teachers are supplementing their core curriculum or don’t have a core curriculum to start with, so it’s no surprise that they often frequent the online arena to obtain the materials with which to meet their instructional needs.
In fact, recent studies by RAND found that nearly all teachers report using the Internet to source instructional materials, and many of them do so quite often. For example, 55 percent of English language arts (ELA) teachers said they used Teachers Pay Teachers for curriculum materials at least once a week. That site reports that one billion resources have been downloaded—a massive number, to be sure.
Yet we know almost nothing about the quality of such supplementary materials. Although several organizations have stepped up to offer impartial reviews of full curriculum products, to our knowledge there’s no equivalent when it comes to add-on resources. Therefore, we set out to answer a simple question: Are popular websites supplying teachers with high-quality supplemental materials?
12 of those 24 have been enrolled in Madison School since Pre-K kindergarten or kindergarden. 12 students have been in Madison Schools.
They have High attendance. They have been in the same (you know) feeder school they have not had high mobility. There is no excuse for 12 of my students to be reading at the first second or third grade level and that’s where they’re at and I’m angry and I’m not the only one that’s angry.
The teachers are angry because we are being held accountable for things that we didn’t do at the high school level. Of those 24 students, 21 of them have been enrolled in Madison for four or more years.
Of those 24 students one is Caucasian the rest of them identify as some other ethnic group.
I am tired of the district playing what I called whack-a-mole, (in) another words a problem happens at Cherokee boom we bop it down and we we fix it temporarily and then something at Sherman or something at Toki or something at Faulk and we bop it down and its quiet for awhile but it has not been fixed on a system-wide level and that’s what has to change.