Schools wasted millions of COVID aid on useless apps and software.
School Districts Waste Millions in COVID Aid on Unused Educational Software
School districts across the country have squandered millions of dollars in federal relief funds on educational software that was meant to address learning loss during the pandemic, according to The Associated Press.
Despite receiving billions of dollars in COVID-19 relief funds from Congress, schools found that much of the technology they purchased went unused. Tech companies aggressively marketed their products to districts, leading to multimillion-dollar contracts for software licenses that were often left untouched by students.
Not only did many of these products go unused, but some were also found to be ineffective. For example, Clark County Public Schools in Nevada spent $2 million on a math app called “Freckle,” but less than half of elementary school students actually used it. And when they did, the average session lasted less than five minutes.
The Jefferson County School District in Kentucky signed contracts worth over $7 million for educational technology during the pandemic. However, when asked about the usage and effectiveness of the technology, the district had no records to provide.
Prince George’s County Public Schools in Maryland spent $1.4 million on learning support software that generated little interest from students.
A study conducted in 2019 revealed that, on average, 67 percent of educational technology licenses purchased by schools go unused. This highlights a widespread issue of wasted resources.
Furthermore, ThinkCERCA, a writing learning software that Clark County schools invested $1.3 million in, was found to have no impact on test scores.
While Education Secretary Miguel Cardona claimed that COVID-19 relief funds would help reverse the learning damage caused by school shutdowns, it seems that much of the funding went towards staff payments and teacher bonuses, rather than effective educational tools.
Despite these concerning findings, the school districts involved did not respond to requests for comment.
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Read More: Schools Spent Millions in COVID Aid on Apps and Software – And It Appears to Be a Total Waste (source: The Western Journal)
What steps can school districts take to ensure that purchased educational software aligns with curriculum and instructional goals, and effectively supports teaching and learning
Cky spent $6.2 million on various educational software licenses, including a reading intervention program called “i-Ready.” However, a recent audit revealed that only 14% of the licensed software was used by students and teachers. This raises serious concerns about the efficiency and efficacy of the software procurement process within school districts.
The COVID-19 pandemic posed unique challenges to education systems worldwide. As schools transitioned to remote learning, there was an urgent need for educational software to facilitate online instruction and bridge the learning gap caused by school closures. The federal government recognized this need and allocated significant funding to support schools in addressing these challenges.
However, the mismanagement of these funds by school districts is alarming. The lack of oversight and accountability in the procurement and implementation of educational software has led to wasteful spending. The Clark County and Jefferson County school districts, among others, are prime examples of this wastefulness.
The problem lies not only in the excessive spending on software licenses but also in the failure to evaluate the effectiveness of these tools. School districts must prioritize evidence-based decision making when it comes to investing in educational software. Merely relying on aggressive marketing tactics from tech companies is not enough. Thorough research, pilot testing, and gathering feedback from educators and students should be fundamental steps in the procurement process.
Moreover, schools need to establish clear goals and objectives for the software they purchase. Without a clear understanding of how these tools align with the curriculum and instructional goals, schools risk investing in products that do not meet the needs of their students. It is crucial for school districts to involve teachers, administrators, and other stakeholders in the decision-making process to ensure that the selected software will effectively support teaching and learning.
Transparency is another essential aspect that needs to be addressed. School districts should make information about the purchasing and usage of educational software accessible to the public. This will promote accountability and allow for greater scrutiny of how taxpayer funds are being utilized.
In conclusion, the squandering of millions of dollars in COVID aid on unused and ineffective educational software is a concerning issue within school districts. There is an urgent need for stricter oversight, evidence-based decision making, and transparency in the procurement process. School districts must learn from these mistakes and ensure that future investments in educational technology are purposeful, impactful, and truly address the learning needs of students.
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