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Teachers are also encouraged to use Along's Student Dashboard to keep track of students' responses or, if needed, to send them a "reminder" that they should respond (Gradient Learning, 2021a). Don't go "Along" with corporate schemes to gather up student data But, in fact, the Privacy Policy and the User Agreement define these terms in very limited and specific ways that require some explanation: "Student data … does not include information that has been anonymized, De-Identified Data, or anonymous usage data regarding a student's use of the Services" (Gradient Learning, 2021d, section 1.1). If a student or a school asks that a student account be closed and their data destroyed, the contract says that Gradient will dispose of the data by shredding all paper records, erasing digital records from its system, and/or "modifying the Personally Identifiable Information contained in Student Data and Student Records to make it unreadable, indecipherable or de-identified" (Gradient Learning 2021d, section 4.6). [Extracted from the article]

The article reports that Silicon Valley entrepreneur Craig Harmer has given a novel twist to the traditional gift registry. In 2004, Harmer established a nonprofit corporation that connects classrooms and teachers with individuals or corporations who want to donate school supplies. Classroom Wishlist invites teachers to register and build a list of materials they need for their classrooms. Prospective donors select some or all of the items on a particular teacher's "wishlist" and make a financial donation. Classroom Wishlist purchases and delivers the designated items. The organization's goal is to build an infrastructure where the private sector can directly fund true needs in the classroom, according to the Web site of Classroom Wishlist. Classroom Wishlists goal statement succinctly illustrates the underlying forces that help drive the continuing growth of commercialism in public schools. The reduction of public funds available to schools and the desire of corporations to be visible in schools have produced a climate in which inadequate public funding is accepted as normal and corporate dollars are eagerly sought.

Focuses on the Lafayette Square Mall in Indianapolis, Indiana, wherein students attend classes, work at part-time jobs for school credit, walk the mall to fulfill a mandatory gym requirement and get their meals at the food court. Number of alternative public schools in malls opened by the Simon Property Group in partnership with local public school systems; Reasons that schools are willing to partner with businesses and barter for access to their students; Discussion on schoolhouse commercialism trends.

Reports that U.S. schools are turning to private sources for funding due to budgetary concerns. Amount received by schools every year from business relationships with corporations; Role of the Commercialism in Education Research Unit of the Education Policy Studies at Arizona State University; Categories of school commercialism; States whose education interest groups have lobbied against company deals and marketing activities in schools.

Discusses findings of a 2001-2002 survey of commercialism in U.S. schools released by the Arizona State University's Commercialism in Education Research Unit. Increase of corporate sponsorship of programs and activities; Popularity of exclusive agreements; Changes in incentive programs.

Focuses on commercialism in the United States (U.S.) schools. First college students in the U.S. to be commercially sponsored; Discussion on program and activity sponsorships; Information on the exclusive agreements announced by Coca-Cola with school vending machines.

Focuses on the impact of industrial technologies on various cities, the differences in the way they mediated those technologies and role of schools in learning. Relationship between culture and technology; Implications for city schools and their curriculum; Uses and misuses of school programs in various countries. INSET: Public Funding for Private Schools in the Netherlands by PJ....

The article discusses the issues covered by the concept of student rights in the United States. The authors assert that it is both the right and the responsibility of young people, as citizens and students, to study and engage in progressive social action as part of their education. The authors' interpretation of student rights and responsibilities is based on two propositions fundamental to revolutionary dialectical materialism. The first proposition is a belief in the unity of theory and practice, of knowing and doing, and the second is that resolution of dichotomies related to student rights necessarily entails progressive action.

Discusses the strategy of neoconservative advocates of private and religious school choice in the United States. Exploiting the dissatisfaction of poor, predominantly minority parents in order to achieve the goal of a publicly funded private school system free of public control and oversight; The political motivation behind `The Effectiveness of School Choice in Milwaukee:A Secondary Analysis of Data from the Program's Evaluation,' by Jay Greene et al.

Looks into the adequacy of long-term financing for charter schools in the United States. Types of charter school advocates according to Tom Watkins, director of the Detroit Center for Charter Schools in Michigan; Background on the passage of charter school laws; Issues on competition among public schools.

Discusses various aspects of public-private partnerships in education in the United States. Transformation of failed school systems; Focus of educational performance contracting; Knowledge and efficiency offered by the private sector; Myths surrounding public education; Effect of Education Alternatives Inc. (EAI) and the Edison Project on public education. INSET: Whither whittle?..

Reports on the results of a survey on social issues and school curriculum. Pearson product moment correlations; Chi square tests of association.

Reports that marketing firms in the U.S. are providing custom-made learning materials to children in schools, with marketing objectives in mind. Range of advertising campaigns that target children; Factors that make children a major market for consumer products; Example of marketing firm Lifetime Learning Systems Inc.; Advantages cited by Consumers Union, a non-profit consumer interest group, of such advertising campaigns; Aim of in-school advertising campaigns laid out by Mark Evens, senior vice president of Scholastic Inc.; Efforts needed by the teachers.

Discusses the teaching practices of teachers participating in the Student Achievement Guarantee in Education (SAGE) program of the U.S. Reason for launching a class-size reduction initiative; Factors that determine the effectiveness of SAGE teachers; Management style of SAGE teachers.

Evaluates the effectiveness of the Student Achievement Guarantee in Education (SAGE) program, designed to increase the academic achievement of low-income students in the U.S. by reducing K-3 class size to 15 students to 1 teacher. Result of the pretests given to SAGE students; Benefits of smaller classes; Impact of the SAGE program on African-American students.

Focuses on the tradeoffs involved when schools use programs like ZapMe!. Description of ZapMe! Corporation which provides computer labs and Internet access to elementary school in return for advertising or promotional access to students and their families; Generation of revenue for corporations like ZapMe! which comes entirely from advertising to students; Questions of whether the free equipment and software is appropriate for the educational goals of the schools.

Focuses on development of the Radical Caucus group to address various aspects of U.S. education and the practice of educators. Need to change specific policies in schools to combat oppressive school practices; Role of class structure of the U.S. Society in maintaining the school's oppressive characteristics; Support of constitutional rights of students in schools by the Caucus group.

Discusses why school reform proposals are likely to fail to promote a civil society in the United States. Problems with the new basic skills proposal; Third sector's limitations; Role for public education.

Examines whether educators should take positions in key social issues during the teaching process. Key issues of interest; Analysis of pertinent and related topics; Implications on teaching and educational leadership.

Explores the relation between education and industry. Functions of the combined formal and informal educational systems; Fundamental issues of human welfare; Role of public schools and in influencing ways in which people think and act.

Focuses on the debate over school funding in the United States. Link between the amount of money spent on schools and student performance; Views of conservative economists; Right of children to resources provided for public education.

Discusses the relation between public education and schools' ability to deliver corporate profits through commercialism in schools. Laxer values in schools; Substitution of market values for democratic values; Dispute over children's access to knowledge through the broadcast media.

Presents the arguments of Richard Hernstein and Charles Murray, authors of the book `The Bell Curve,' on the inability of education to raise a person's intelligence quotient (IQ). Book's discussion of the relationship between IQ and illegitimacy; Suggestions for educational reform.

Proposes an understanding of American children's violent behavior through the consideration of the society into which they are reared. Media focus on retribution and punishment; Contribution of poverty, disintegrating home environments, child abuse, pressures to achieve, and violence and materialism in American culture; Educators' difficulties with violent behavior from students.

Discusses problems concerning city schools in the United States. City schools as flagships of American public education; Comparison of students in American city schools with those in other industrialized countries; Findings of a report from the Organization for Economic Cooperation and Development; Factors influencing success in school.

Evaluates the relationship between public schools and Fundamentalist Christians. Growing influence of Fundamentalist Christianity in education; Conflicts between educators and fundamentalists; Differences in the socio-political views among Fundamentalist Christians; Advocacy of right-wing political causes by a number of Fundamentalist Christians; Need for broader dialogues.

Looks at the actions educators think are needed to narrow racial divisions. History of racism; Billy Mills' comment on educators' role; Understanding of the impact of racism in everyone's life.

The article presents the author's observation on how well the society and schools teach ethical behavior to young people. When moral instruction portrays society as a collection of individuals, each responsible for him or herself, it fails to take into account the morality of our social environment and the collective responsibility of all of us for each of us. The plight of the homeless can be seen as the result of their individual actions: moral deficiency, bad decision making, or laziness. All too often, too many Americans accept the idea that there is little to be done for the downtrodden except to try to uplift their morals so that they will want to improve themselves. Moral education that focuses on only one side of the social contract is, at best, irrelevant to the experience of millions of children. At worst, it runs the risk of promoting cynicism instead of ethical behavior. The young men who assaulted my colleague would, no doubt, laugh at a lecture about the importance of honesty and respect for private property in a society in which their lives are disrespected. Their social environment teaches other lessons about respects for others--that there is precious little of it. In 1990 it is especially important for schools to help children learn individual moral behaviors and also to see the need to improve the social ethic.

Discusses the need and significance in formulating sound policies for structuring business involvement in schools. Obligations of the educators in a democratic society; Acknowledgement of the distinction between business people as citizens and as representatives of the powerful special interest groups.

Focuses on the problem of racism for the American society and their education system. Discrimination of black in their enrolment to the colleges; Contributions paid by the U.S. people for the founder of the National Association for the Advancement of White People; Role that can be played by schools to eradicate racism in the U.S.