Newsroom

InBloom calling it quits, and CEO cites New York “misunderstandings”

The controversial data storage nonprofit inBloom is shutting down, its CEO announced today, less than a month after state lawmakers officially ended New York’s partnership with the organization.

The inBloom system had been subject to intense criticism from some parents, district officials and lawmakers who expressed doubt that inBloom-collected data would be kept secure as it was passed back and forth between inBloom, districts and other third-party vendors. They also criticized the potential for districts to share that information with for-profit companies.

One year ago, multiple states had signed on to use inBloom, which the Gates Foundation funded to help states manage and use student data. But over time, many of them pulled out. By February, New York was among the only states planning to use the system fully.

But opposition kept mounting. State lawmakers called for delaying the partnership indefinitely in February. In March, a panel tasked with developing suggestions for improving the rollout of the Common Core standards called for New York to halt its partnership, calling it a distraction.

The state budget deal, which included language requiring the state to end its relationship with inBloom, was the last blow to one of inBloom’s final partnerships.

InBloom CEO Iwan Streichenberger called that legislation a result of “misunderstandings” of inBloom, which he called “a technical solution that has never been seen before.”

Class Size Matters’ Leonie Haimson, who helped lead the fight against inBloom, took issue with that characterization.

“The fervent opposition to inBloom among parents throughout the country did not result from “misunderstandings”,  but inBloom‘s utter inability to provide a convincing rationale that would supercede the huge risks to student security and privacy involved,” she said in a statement.

Here is Streichenberger’s full statement:

Friends and colleagues:

In 2011, an alliance of educators and state leaders, non-profit foundations, and instructional content and tool providers formed the Shared Learning Collaborative (SLC). The vision of that group was simple: create a resource that allows teachers to get a more complete picture of student progress so they can individualize instruction while saving time, effort and precious resources.

I signed on to the project in November 2012 to lead inBloom, the non-profit corporation that is the SLC’s successor. I joined because I passionately believe that technology has the potential to dramatically improve education. My belief in that mission is as strong today as it ever was. Students, teachers and parents deserve the best tools and resources available, and we cannot afford to wait.

Over the last year, the incredibly talented team at inBloom has developed and launched a technical solution that addresses the complex challenges that teachers, educators and parents face when trying to best utilize the student data available to them. That solution can provide a high impact and cost-effective service to every school district across the country, enabling teachers to more easily tailor education to students’ individual learning needs. It is a shame that the progress of this important innovation has been stalled because of generalized public concerns about data misuse, even though inBloom has world-class security and privacy protections that have raised the bar for school districts and the industry as a whole.

The use of technology to tailor instruction for individual students is still an emerging concept and inBloom provides a technical solution that has never been seen before. As a result, it has been the subject of mischaracterizations and a lightning rod for misdirected criticism. In New York, these misunderstandings led to the recent passage of legislation severely restricting the education department from contracting with outside companies like inBloom for storing, organizing, or aggregating student data, even where those companies provide demonstrably more protection for privacy and security than the systems currently in use.

We stepped up to the occasion and supported our partners with passion, but we have realized that this concept is still new, and building public acceptance for the solution will require more time and resources than anyone could have anticipated. Therefore, in full alignment with the inBloom Board of Directors and funders, I have made the decision to wind down the organization over the coming months. It wasn’t an easy decision, and the unavailability of this technology is a real missed opportunity for teachers and school districts seeking to improve student learning.

I want to thank you for your partnership in our endeavors and look forward to speaking with many of you in the coming months.

Kind regards,

Iwan Streichenberger

Chief Executive Officer

that was weird

The D.C. school system had a pitch-perfect response after John Oliver made #DCPublicSchools trend on Twitter

Public education got some unexpected attention Sunday night when John Oliver asked viewers watching the Emmys to make #DCPublicSchools trend on Twitter.

Oliver had been inspired by comedian Dave Chappelle, who shouted out the school system he attended before he announced an award winner. Within a minute of Oliver’s request, the hashtag was officially trending.

Most of the tweets had nothing to do with schools in Washington, D.C.

Here are a few that did, starting with this pitch-perfect one from the official D.C. Public Schools account:

Oliver’s surreal challenge was far from the first time that the late-show host has made education a centerpiece of his comedy — over time, he has pilloried standardized testing, school segregation, and charter schools.

Nor was it the first education hashtag to take center stage at an awards show: #PublicSchoolProud, which emerged as a response to new U.S. Education Secretary Betsy DeVos, got a shoutout during the Oscars in February.

And it also is not the first time this year that D.C. schools have gotten a surprise burst of attention. The Oscars were just a week after DeVos drew fire for criticizing the teachers she met during her first school visit as secretary — to a D.C. public school.

Startup Support

Diverse charter schools in New York City to get boost from Walton money

PHOTO: John Bartelstone
Students at Brooklyn Prospect Charter School in 2012. The school is one of several New York City charters that aim to enroll diverse student bodies.

The Walton Family Foundation, the philanthropy governed by the family behind Walmart, pledged Tuesday to invest $2.2 million over the next two years in new charter schools in New York City that aim to be socioeconomically diverse.

Officials from the foundation expect the initiative to support the start of about seven mixed-income charter schools, which will be able to use the money to pay for anything from building space to teachers to technology.

The effort reflects a growing interest in New York and beyond in establishing charter schools that enroll students from a mix of backgrounds, which research suggests can benefit students and is considered one remedy to school segregation.

“We are excited to help educators and leaders on the front lines of solving one of today’s most pressing education challenges,” Marc Sternberg, the foundation’s K-12 education director and a former New York City education department official, said in a statement.

Walton has been a major charter school backer, pouring more than $407 million into hundreds of those schools over the past two decades. In New York, the foundation has helped fund more than 100 new charter schools. (Walton also supports Chalkbeat; read about our funding here.)

Some studies have found that black and Hispanic students in charter schools are more likely to attend predominantly nonwhite schools than their peers in traditional schools, partly because charter schools tend to be located in urban areas and are often established specifically to serve low-income students of color. In New York City, one report found that 90 percent of charter schools in 2010 were “intensely segregated,” meaning fewer than 10 percent of their students were white.

However, more recently, a small but rising number of charter schools has started to take steps to recruit and enroll a more diverse student body. Often, they do this by drawing in applicants from larger geographic areas than traditional schools can and by adjusting their admissions lotteries to reserve seats for particular groups, such as low-income students or residents of nearby housing projects.

Founded in 2014, the national Diverse Charter Schools Coalition now includes more than 100 schools in more than a dozen states. Nine New York City charter groups are part of the coalition, ranging from individual schools like Community Roots Charter School in Brooklyn to larger networks, including six Success Academy schools.

“There’s been a real shift in the charter school movement to think about how they address the issue of segregation,” said Halley Potter, a senior fellow at the Century Foundation, a think tank that promotes socioeconomic diversity.

The Century Foundation and researchers at Teachers College at Columbia University and Temple University will receive additional funding from Walton to study diverse charter schools, with the universities’ researchers conducting what Walton says is the first peer-reviewed study of those schools’ impact on student learning.