ELL innovation and for-profit stigma: The week's most-read education news
This week, Education Dive took a look at how personalized learning and innovative ELL practices are set to benefit K-12 students. With the number of U.S. students who speak foreign languages at home now totaling 4 million, those improvements can't come soon enough.
Meanwhile in higher ed, a new American Economic Association study confirms employer stigma around credentials from for-profit higher ed providers, showing that applicants with credentials from those institutions were less likely to get a call back. Additionally, new survey data from VideoBlocks shows 91% support from faculty and students for digital course materials.
On the unbundling front, "stackable" degrees are increasingly gaining traction as an entry point to grad school, and a new program offered by the University of Illinois at Urbana-Champaign and Coursera is set to offer a master's in data science via such a model.
Be sure to check out our look at coding in kindergarten and more in this week's most-read Education Dive posts!
- Innovation in ELL bodes well for K-12 students: New strategies to teach and foster interest in learning can help in the classroom.
- Why should kindergarteners code?: The push for young learners to engage in computer science may be finally gaining steam.
- Study shows employers look down on for-profit graduates: Researchers sent resumes to a range of employers with varying education information, finding graduates of for-profits are called back significantly less often.
- Higher ed's digital shift not as fast as some hope: Survey data reveals a desire to adopt more digital course materials but not enough institutional support to do so.
- Stackable degrees gaining prominence as entry points to grad school: The University of Illinois at Urbana-Champaign's new data science master’s program with Coursera gives students the option of a full degree or stackable credits.
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