The Clock is Ticking – Apply Now for Emergency Connectivity Fund Program Support!

(E-RATE, ED TECH, ED FUNDING) Permanent link

The Clock is Ticking – Apply Now for Emergency Connectivity Fund Program Support!

From the Federal Communications Commission:

The new school year is just around the corner, will students in your community have the broadband access and devices they need to succeed?  

The Federal Communications Commission has a new program to help with unmet needs. The Emergency Connectivity Fund Program covers 100% of the reasonable costs of laptops, tablets, Wi-Fi hotspots, modems, routers, and broadband connectivity purchases for off-campus use by students, school staff, and library patrons.  

Eligible schools and libraries must apply by August 13

During the current application filing window, eligible schools and libraries, in addition to consortia of schools and libraries, can submit requests for funding to purchase eligible equipment and services between July 1, 2021, and June 30, 2022. 

Interested schools and libraries can find more information and apply for support at  The FCC will hold a webinar on August 3 at 2 p.m. ET to highlight frequently asked questions and answer questions submitted by potential applicants.  Newly updated resources include an application process overview and the attached program flyer.  You may also review additional Frequently Asked Questions about the Emergency Connectivity Fund Program here or contact the Customer Support Center hosted by the Universal Service Administrative Company, the program administrator, at (800) 234-9781, Monday through Friday, 8 a.m. to 8 p.m. ET. 


Congress authorized the Emergency Connectivity Fund as part of the American Rescue Plan Act of 2021. Through the Emergency Connectivity Fund, the FCC will award $7.17 billion to help schools and libraries purchase connected devices and broadband internet connections to facilitate off-campus remote learning.  The initial application window will close on August 13 at 11:59 p.m. ET. 

The FCC shared a great flyer with everything you need to know. APPLY TODAY!

July 2, 2019


AASA and AESA File Joint Comments in Response to FCC Petition to Rulemaking

In our weekly legislative corps, we mentioned a pending item at the FCC related to E-Rate applications in Texas. In a nutshell: In late June,  a handful of education service center administrators from Texas was in town to meet with staff in three different offices at the Federal Communications Commission (FCC) in response to a petition for rulemaking related to E-Rate. This is a narrow lane of advocacy for a Texas-specific issue for now but could have broader federal implications. The meetings were focused on highlighting how the E-Rate applications under question were fully compliant with E-Rate and state/local procurement requirements, were responding to policy incentives built into the 2014 modernization, built on the long-standing premise of competition and market forces and pricing, and that the petitioners (providers) making the motion are looking to use federal policy as a bandaid, a remedy for them not receiving federal funds for an RFP to which they did not respond/receive a bid. 

As follow up to those meetings, AASA partnered with AESA to file a detailed response to the petition for rulemaking, providing a thorough overview of the E-Rate applications from the ESCs, their compliance with E-Rate and state/local procurement requirements, and focusing on how the petitioners are looking to use federal policy to fix a problem that doesn't exist, to establish monopolistic protections for incumbent providers, and to ensure a protected path for access to federal funding (without having applied in the first place). Read our full comments, as well as the ex-parte letters filed after our meetings with the offices of Cmsrs. Pai, Carr and O'Rielly

June 18, 2019(1)


Join Us In Person (or Online!) for Free Student Data Privacy Bootcamp!

AASA: The School Superintendents Association and the Future of Privacy Forum are thrilled to invite you or your designee to attend an exclusive free Student Privacy Bootcamp for School Superintendents and Policymakers on Monday, July 8th, at FPF's office in Washington, DC (1400 I st NW, Suite 450, Washington, DC). This event will also be live-streamed.

The goal of the training program is to gather superintendents and policymakers to help them understand the regulatory requirements and best practices to properly handle student data in a complex and rapidly changing environment. The full event is from 8:30 - 11:30am ET. You can see the agenda and register to attend in person or via live-stream here

Questions? Contact Amelia Vance with FPF ( 

June 8, 2019


Inclusive Technology in a 21st Century Learning System

Earlier this week, in collaboration with 12 other national partners, NCLD created a set of resources that identify new ways to think about education technology and equity: Inclusive Technology in a 21st Century Learning System. The report explores the conception, design, procurement, use, and continuous improvement of ed tech initiatives. NCLD also worked with partner organizations, including AASA, to translate how local, state, and national policy makers can play a role in ensuring technology closes educational, economic, and civic opportunity gaps for individuals with disabilities. The following resources include actionable steps and key considerations. AASA was pleased to endorse and support the local action primer.



May 16, 2019


DQC Guest Blog Post: Infographic on the power of spending data

Our newest guest blog post comes from our friends at Data Quality Campaign and relates to the ESSA fiscal transparency requirement. They’re talking about the important opportunity this data represents, and more immediately useful, link to a very helpful infographic on the power behind this unprecedented collection and reporting of school spending data.

The Every Student Succeeds Act (ESSA) requires states to publish school-level spending data on report cards starting next year. While your state may already publish some version of per-pupil expenditures on its school and district report cards, those numbers are usually a district average—in other words, the total expenditures of the entire district, divided by the number of students in the whole district. The new per-pupil expenditure data will include the expenditures at each school, like programs, special courses or interventions, and the actual salaries of the teachers in that building, which is likely to show different per-pupil expenditure amounts at each school. You and your team may have already been in conversations with your state about how to collect this information.

While transparency about school spending is important for policymakers and communities, it is most valuable in the hands of leaders like you who can use it to make sure that every student is getting the resources they need. As you work with the state to collect school-level spending data, you and your team need to view this data side by side with information about the students in your schools, including their academic outcomes. Looking at school-spending data alongside student success data can prompt conversations within your district about how many resources schools have in comparison to one another, and whether the way resources are allocated is helping you meet the goals you have for your students. Now that school spending data is available statewide, you can also take a look at similar school districts’ spending and student outcomes and have conversations with your peers in other districts. Local leaders, including principals, school boards, and district leaders like you have the most important role in both acting on and communicating about school-level spending. 

Brennan McMahon Parton is Director, Policy and Advocacy for Data Quality Campaign


April 5, 2019


AASA Proud to Partner on Policymaker's Guide to Student Privacy

AASA was pleased to partner with our friends at Future of Privacy Forum, who led an effort to pen the now released Policymaker's Guide to Student Data Privacy! The guide is designed as a tool for the creators of new laws, rules, standards, and other policies. The guide is a sorely-needed resource for federal, state and local policymakers interested in developing thoughtful student data privacy legislation. States have passed more than 113 student privacy laws since 2013. As various policymaking organizations continue to consider new laws, rules, policies, and other safeguards for student data, this guide is intended to serve as a resource to aid and inform those efforts.

By providing a comprehensive overview of student privacy issues, the guide is a jumping off point for policymakers looking to craft or update laws addressing student privacy. It covers existing federal laws as well as the broad approaches that have been taken at the state level, including the types of policy approaches that have caused unintended consequences. Additionally, the guide addresses specific student privacy issue areas that are commonly addressed by policymakers such as school safety, third party data use, transparency, and parental rights. 

Policymakers at the local, state, and federal level must work together with parents, educators, administrators, district officials, and edtech vendors in order to create a thoughtful, and workable, approach to student privacy that avoids duplicative effort. 
The guide was written collaboratively with an Advisory Council of other student privacy experts from the following organizations: Data Quality Campaign, National School Boards Association, Council of Chief State School Officers, National Association of State Boards of Education, National Conference of State Legislatures, AASA – The School Superintendents Association, and Alliance for Excellent Education.

March 27, 2019(1)


AASA Joins Education, Privacy, Disability Rights, and Civil Rights Groups to Release Principles For School Safety, Privacy, and Equity

Today, AASA and 39 other education, privacy, disability rights, and civil rights organizations released ten principles to protect all students’ safety, privacy, and right to an equal education. The principles are meant to serve as a starting point for conversations with policymakers and school officials about how to keep students safe while respecting their dignity and encouraging their individual growth. Check out the principles here

Signatories of the Principles for School Safety, Privacy, and Equity:


  • AASA: The School Superintendents Association
  • American Association of People with Disabilities
  • The Advocacy Institute
  • The Arc of the United States
  • Association of Educational Service Agencies
  • Association of Latino Administrators & Superintendents
  • Association of School Business Officials International
  • Association of University Centers on Disability
  • Autism Society
  • Autistic Self Advocacy Network
  • Bazelon Center for Mental Health Law
  • The Campaign to Keep Guns off Campus
  • Center for Public Representation
  • Council of Administrators of Special Education
  • Council of Parent Attorneys and Advocates
  • Disability Independence Group, Inc
  • Disability Rights Education & Defense Fund
  • EPIC
  • Florida Association of School Psychologists
  • Florida League of Women Voters
  • Florida Parent Teacher Association (PTA)
  • Future of Privacy Forum
  • Intercultural Developmental Research Association
  • Lawyers' Committee for Civil Rights Under Law
  • Learning Disabilities Association of America
  • Mental Health America
  • National Association of Councils on   Developmental Disabilities
  • National Center for Learning Disabilities
  • National Center for Special Education in Charter Schools
  • National Center for Youth Law
  • National Disability Rights Network
  • National Education Association
  • National PTA
  • National Rural Education Advocacy Consortium
  • National Rural Education Association
  • Public Advocacy for Kids
  • Sandy Hook Promise
  • School Social Work Association of America
  • Southern Poverty Law Center
  • TASH


February 19, 2019

(E-RATE, ED TECH) Permanent link

E-Rate Funding Remains Available, Underutilized!

As the largest education technology program in the country, the Schools and Libraries program (E-rate) has transformed Internet access in our nation’s schools. However, with digital learning opening new opportunities for students and teachers, schools and libraries must continue to utilize the program to prepare their networks for the future -- and we want to help.

Before 2015, a large portion of the funding was reserved for subsidizing school phone lines; little funding was set aside to support schools with upgrading their internal networks. In 2014, AASA played a lead role in modernizing the E-rate program, advocating for key changes such as: 


  1. A policy update to make the program broadband-centric; and
  2. A critical vote to increase the funding cap to ensure that applicants could access meaningful funding both Category 1 (internet access) and Category 2 (internal networking).

Since the changes, 83% of schools accessed Category 2 funding in 2018 (up from 15% in 2015) and twenty million more students have access to the minimum connectivity needed to take advantage of digital learning (Source: EducationSuperHighway). Still, more than $1 billion in E-rate funding is left on the table each year. 

With the possibility that Category 2 funding may expire after this funding year, now is the time for districts that have funding remaining to apply.  To understand your available Category 2 budget, find your school district on Compare & Connect K-12, or visit the USAC budget tool

If your district has remaining funds, we encourage you to meet with your technology staff to make sure you can take advantage before they expire. With the E-rate 471 filing window set to close on March 27, 2019, school districts must get started now to meet all required deadlines. 

Stay tuned for more posts with E-rate updates and free resources to ensure all students have access to the broadband needed to take advantage of digital learning.


August 9, 2018

(ED TECH) Permanent link

AASA and AESA Argue to Keep the Education in Educational Broadband Service

The Educational Broadband Service (EBS) was created by the FCC to provide educational resources to schools and libraries, currently by providing access to a special band of internet spectrum directly to beneficiaries. Most districts and libraries that receive EBS currently license the use of this spectrum to internet providers, creating both internet access and revenue. It was also the first topic both Noelle and I lobbied. Since before Noelle started on the issue over ten years ago, the FCC has not opened the program to provide new licenses. They are currently suggesting a change to EBS that would open the spectrum over broader geographical areas to licensees beyond just schools and libraries. This week, AASA and AESA provided comments urging the FCC to keep the “education” in Educational Broadband and open the spectrum to more schools and maintain its intended purpose to benefit educational entities. We will continue to fight to open the spectrum to more school districts while maintaining the structure of the EBS program to focus on education.


July 10, 2018


AASA ASBO Legislative Advocacy Content

Today we kicked off the 2018 AASA ASBO Legislative Advocacy Conference. This is your one stop shop for all content at the conference, and we will update with slides/presentations as we receive them from presenters. 



June 5, 2018(1)

(ADVOCACY TOOLS, ED TECH) Permanent link

The Uphill Battle to Save Net Neutrality

On June 11, the regulatory protections referred to as 'Network Neutrality' will end. The regulations, put into place in February 2015 by President Obama's Federal Communications Commission (FCC) Chairman Tom Wheeler , classified broadband access as a telecommunications service, which meant it was subject to 'common carrier' provisions, which prohibit providers from discriminating in how broadband is used. The vote to rescind the regulations was led by President Trump's FCC Chairman, Ajit Pai.

AASA does not have a long history on net neutrality, and in fact much of our effort in this space is as much a reaction to Chairman Pai's changes to net neutrality as it is to the confluence of policies he has advanced that seem to demonstrate little understanding of or concern for ensuring that our nation's schools and the students they serve have equitable access to affordable connectivity. 

In his short tenure, the Chairman has advanced policies that run counter to or undermine programmatic changes designed to bolster and grow internet access, so that 24 hour learners could have 24 access.

  • E-Rate: In 2017, the Chairman released a notice of proposed rule making that would have started a conversation to rescind or reduce funding available to support the E-Rate program. Full details on the blog.
  • Lifeline: Lifeline is a sister program to E-Rate, and is a program that has historically helped low-income homes afford phone access. In 2014, the program was modernized to allow beneficiaries to use the program to choose to get broadband access. Internet access at home is an important element of addressing the homework gap, the reality where students are unable to do homework because they lack home access. Unfortunately, in 2017, Chairman Pai took steps that significantly limit the ability of internet providers--those willing to provide internet in these under-served or geographically isolated communities--to operate in this sphere, essentially bringing the important modernization to a halt. 
  • Net Neutrality: When it comes to net neutrality in the K12 setting, equitable access to broadband is critical element to promoting and growing educational equity and AASA is concerned that the FCC’s partisan vote to end network neutrality serves the exact opposite purpose, slowing or even growing broadband connectivity gaps. The network neutrality protections offer a strong complement to the E‐Rate equity focus, impacting access to not only affordable broadband access, but also the educational content, tools and access it provides to students and educators alike. EdWeek's Market Watch has a good explainer on the education angle of net neutrality.

Collectively, these changes represent not only a missed opportunity, but a threat, to ensuring continued equitable access to connectivity for students and schools. 

What can be done? There is momentum on the hill to reinstate the regulatory protections via legislation. AASA supported the Senate version of the bill--which was passed in May--to reinstate the protections. The vote now goes to the House. This is an admittedly uphill battle. While the general public broadly supports continuing the protections, it is a partisan issue on the Hill, with the GOP leading the effort to end the regulations. Speaker Ryan does not want to take this vote because he not only doesn't support it, but it would be a rough vote for his party to take going into mid-term elections when any press about opposing the protections would certainly translate into primary and general election campaign fodder. Even if we are able to force a House vote (low chance), and is passes the House (even lower chance!), it is all but certain President Trump would veto the bill, thereby ensuring the end of network neutrality during his tenure.

That said, it is a year of crazy firsts and unexpected things happening. To that end, if you find yourself reaching out to your Congressional delegation, make sure to tell your Representative that you support the continuation of the net neutrality protections and urge them to vote for the legislation to extend the protections. 


May 9, 2018(1)


Guest Blog: Professional Development Resources to Help Students with Learning and Attention Issues

Today's guest blog comes from the National Center for Learning Disabilities (NCLD). It links to their latest toolkit [crossposted here] and addresses the important topic of school-wide professional development.  

Seven out of 10 students who receive special education supports for learning disabilities and ADHD spend 80% or more of the school day in the general education classroom.  This means that general educators must be prepared with evidence-based strategies that support all learners, including those with learning and attention issues.  Two strategies proven to benefit all learners are a multi-tier system of support (MTSS) and universal design for learning (UDL), and there are funding opportunities in Title II and Title IV of the Every Student Succeeds Act (ESSA) to support the scaling of these approaches in schools.  

Conversations about supporting, implementing, and scaling these strategies must begin at a local level so they can be customized to meet local needs, and teachers can use these strategies to improve student outcomes. That’s why the National Center for Learning Disabilities and, developed a toolkit for parents and advocates to use in their schools and districts to share the importance of using frameworks like UDL, MTSS, personalized learning, and strengths-based IEPs and to help link schools to funding streams that can support these approaches. To learn more, you can download the toolkit.



April 5, 2018

(ESEA, E-RATE, ED TECH) Permanent link

Homework Gap: ESSA Report Details Trends and Opportunities

9 months after it was due, we finally have the ESSA-required report on the homework gap, which tasked the Institute of Education Sciences to look at the educational impact of access to digital learning resources (DLR) outside of the classroom. The specific asks of the report included: 


  1. An analysis of student habits related to DLR outside of the classroom, including the location and types of devices and technologies that students use for educational purposes;
  2. An identification of the barriers students face in accessing DLR outside of the classroom;
  3. A description of the challenges that students who lack home internet access face, including challenges related to student participation and engagement in the classroom and homework completion;
  4. An analysis of how the barriers and challenges such students face impact the instructional practices of educators; and
  5. A description of the ways in which state education agencies, local education agencies, schools, and other entities, including partnerships of such entities, have developed effective means to address the barriers and challenges students face in accessing DLR outside of the classroom.

AASA has followed the issue of the homework gap for one simple reason: as schools, teachers and classrooms are increasingly reliant on internet access to support teaching and learning, the lack of access at home represents a very real obstacle for students. They can’t do their homework not because they’re lazy or don’t understand it, but because they don’t have access. This report was required, in part, to examine the extent of uneven access to internet and connected devices at home. Top line take aways:


  • Nearly two-thirds (61%) of children use the internet at home, meaning over one-third (39%) do not. This is a significant share, and interesting given that 91% of students have access to connectivity at home, meaning that they live in a house with a device they don’t have access to. The big take away, however, is that 1/3 of students don’t use the internet.
  • Between 2010 and 2015, the share of students with access to high-speed internet at home fell from 89 to 78 percent. 
  • The top two reasons why children (ages 3 to 18) lacked access to the internet at home were listed as cost (too expensive) or that their family did not need it/was not interested in having access.
  • The report showed higher average achievement scores for students who used computers at home and/or had internet access at home that those did not. An important caveat: this analysis did not systematically consider the myriad socioeconomic background characteristics that are known to impact student achievement. 


Want to read more ? Check out the executive summary or the full report

February 20, 2018


Policy Recap from NCE

It was great to see so many of you in Nashville for NCE last week - we hope you learned a lot (and had some fun)! Here is a roundup of what our team was involved with at the conference:



September 21, 2017


Speak Up 2017: Why Your District Should Participate

Each year, the Speak Up Research Project for Digital Learning asks K-12 students, parents, and educators about the role of technology for learning in and out of school. Speak Up is both a national research project and a free service to schools and districts everywhere. Since fall 2003, Speak Up has helped education leaders include the voices of their stakeholders in annual and long-term planning.

Why should your schools participate in Speak Up? 

  • Gain a better understanding of what your school’s technology needs are and make more informed funding decisions.
  • Learn about the aspirations for your teachers for using technology more effectively – and what is holding them back.
  • Find ways to improve school-to-home communications using new technology tools.
  • Ensure that your students and parents have a voice in national, state and local decisions about education.
  • It’s free.

Speak Up 2017 will be open for input from October 16, 2017, through January 19, 2018. Participate at any time during that window.

Surveys take 15-20 minutes to complete. All information is 100 percent confidential. No identifying information is collected. All local data is ONLY shared with the registered primary contact. Registered schools/districts receive all of their data – for free – in February, plus national data for comparison. Speak Up is facilitated by Project Tomorrow, a national education nonprofit organization.

Register today:

September 5, 2017(2)


AASA Partners with CoSN for 2017 Infrastructure Survey

It's back to school, which means a LOT of things. Including time for the annual AASA/CoSN infrastructure survey. For the past several years, we have collaborated with CoSN on this survey as a way to assess the current state of broadband and technology infrastructure in U.S. school systems. The survey gathered insights from K-12 school administrators and technology directors nationwide, to assess key areas of concern for school districts, including affordability, network speed and capacity, reliability and competition, digital equity, security and cloud-based services. 

The survey has been distributed. We switched formats this year, and each district is receiving it's own, distinct URL. It was deployed to the main contact in the CoSN database, and we are writing this blog post to put this on your radar and to encourage you to check with your tech/IT team to ensure your district response is captured. 

Dear Education Leader: 

AASA, in partnership with education researchers at MDR and the Consortium for School Networking (CoSN), recently launched the fifth annual Infrastructure Survey, designed to gather data from school districts across the country on E-rate, Broadband, and Internal Network Infrastructure. Your voice is important in the continued process of reforming the E-rate and other programs to improve schools’ network infrastructure for digital learning. 

This year, CoSN has partnered with Forecast5 Analytics to provide premium results in an online workbook of visual data analytics that will allow you to compare to districts across the country on IT infrastructure strategies.

Last week, we sent a custom survey link to your technology director. We ask that you follow up with your Technology Department to ensure that your school district is represented. The deadline is Friday, September 25th. 

Districts that participate in this survey will receive a report giving a high level overview of the survey results. You will also have an opportunity to request detailed survey results from Forecast5 once you have completed the survey.

Thank you for your help! 

If you have any questions about the survey or the subsequent report and analytics, please email 

If you have any questions about the survey or the subsequent report and analytics, please email

November 2, 2016


School Technology Makes Progress, Yet Challenges Remain—AASA & CoSN’s 2016 Infrastructure Survey

School systems in the United States are making progress in increasing broadband connectivity and Wi-Fi in classrooms. However, significant hurdles remain before all students are able to experience a digitally-enabled learning environment. These are the findings revealed today in CoSN’s 2016 Annual E-rate and Infrastructure Survey, a report conducted in partnership with AASA, The School Superintendents Association, and MDR.

Gathering insights from K-12 school administrators and technology directors nationwide, the report addresses key areas of concern for school districts, including affordability, network speed and capacity, reliability and competition, digital equity, security and cloud-based services. 

“The good news is districts are making real progress in supporting modern technology infrastructure. However, it remains clear that more work and investment are needed over the long run to address the digital equity challenge of today and provide robust broadband connectivity for all students in and outside of school,” said Keith Krueger, CEO of CoSN. 

Progress: School systems have progressed toward meeting the Federal Communications Commission’s (FCC’s) short-term goal of 100 Mbps per 1,000 students. Today 68 percent of the school districts fully meet the minimum Internet bandwidth recommendations in every one of their schools (it climbs to 80 percent of districts having three-fourths of their schools at this immediate connectivity goal). The 68 percent fully achieving the goal today is up from just 19 percent in 2013. 

The survey also shows increased reliability in Wi-Fi, which is now largely ubiquitous in high schools – only 6 percent lack Wi-Fi. In 2016, 81 percent of survey respondents indicated that they were very confident or somewhat confident in their Wi-Fi, a significant improvement over previous years.

Remaining Challenges: Despite this progress, school leaders also reported that affordability remains the biggest barrier to establishing strong connectivity in schools and that digital equity is a major priority. 

School districts are also largely not meeting the FCC’s long-term goal of 1 Gbps per 1,000 students. Only 15 percent of school districts report having 100 percent of schools reaching this goal, and that is consistent across urban, rural and suburban districts. School system leaders are divided about whether the long-term goal is too ambitious or about right.

School leaders project significant Internet bandwidth growth (100 to 500-plus percent increase) over the next 18 months, especially in urban (37 percent) and suburban (31 percent) districts. School leaders also project that nearly two-thirds of all students will use two or more devices at school within the next three years—an increase from 21 percent of students today. 

“The 2016 E-Rate and Infrastructure Survey demonstrates that we are making progress in bringing broadband infrastructure to our schools and in meeting our short-term bandwidth connectivity goals. This is welcome news,” said FCC Commissioner Jessica Rosenworcel. “At the same time, however, the survey shows that challenges remain. In particular, we must continue to raise awareness and come up with strategies to overcome the ‘Homework Gap,’ which is the cruelest part of our new digital divide. Thanks to CoSN, AASA, and MDR for this year’s survey, which continues to shine a spotlight on the state of infrastructure necessary to support digital learning across the country.”

“The findings of this year’s infrastructure report highlight the important work of the ongoing effort to expand school connectivity and the opportunity to use this expanded connectivity in schools to support student learning as schools transition to implementation of the reauthorized Every Student Succeeds Act. The findings of this survey—both where progress has been made and where there is continued room for growth—are in strong parallel to the underlying improvements of ESSA and the responsibility state and local education agencies will play in leveraging expanded decision-making authority into meaningful learning opportunities for their students. Also, for addressing equitable educational opportunities, including those tied directly to connectivity, including equitable access both in and outside of school,” said Daniel A. Domenech, who serves as Executive Director for AASA, The School Superintendents Association, and a member of the Universal Service Administrative Company Board of Directors.

Further details as well as additional challenges and priorities identified by school system leaders follow:  
  • Affordability
    • Recurring Expenses a High Hurdle. This year, 57 percent of school leaders identified the cost of ongoing recurring expenses as the biggest barrier to robust connectivity—up from 46 percent last year. 
    • Monthly Costs Going Down. The cost for monthly Internet connection showed significant improvement, with nearly one-half of respondents reporting low monthly costs (less than $5 per Mbps). This is a steady improvement from 36 percent in 2015 and 27 percent in 2014.
  • Lack of Competition
    • Lack of Competition Magnified Rurally. More than half (54 percent) of rural district leaders reported that only one provider sells Internet to their school system, and 40 percent of rural respondents reported receiving one or fewer qualified proposals for broadband services in 2016. This marks no progress from last year. 
  • Digital Equity
    • Digital Equity Atop the List. Among the school leaders surveyed, 42 percent ranked addressing digital equity / lack of broadband access outside of school as a “very high priority.” 
    • Strategies Needed. Nearly two-thirds of school system leaders, however, revealed that they do not have any strategies for providing off-campus connectivity to students. This is only a slight improvement over previous years.
  • Security
    • Small Investment in Security. Nearly half of school system leaders spend less than 4 percent of their entire technology budget on security. 
    • Phishing Top Security Concern. The largest security concern for school leaders is phishing (with 19 percent citing it as a high risk), with denial of service and ransomware rated equally as threats (9 percent).  
  • Cloud-Based Services
    • Server Migration Increasing. Approximately 40 percent of school districts are considering migrating their server infrastructure to the cloud. 
    • Learning Management Systems Tops Cloud Deployment. Nearly 60 percent of school system leaders stated that learning management systems make up the largest cloud deployment, followed by student information systems. 

Conducted in August 2016, the 2016 Annual E-rate and Infrastructure Survey collected 567 responses from district administrators and technology leaders serving urban, suburban and rural school system in 48 states and the District of Columbia. 

“MDR is excited to once again partner with an organization committed to identifying and solving the challenges associated with technology and education,” said Kristina James, MDR Director of Marketing. “Current MDR research shows that 75 percent of districts rated wireless networks as their top technology priority, the sixth year in a row that wireless networks have topped their priority list, reflecting the shift to digital and districts’ interest in being able to personalize learning for all students. This year’s CoSN survey illustrates the same desire, while highlighting the barriers districts need to overcome, to continue making progress towards this shift.”

To read the full report, please visit:  

September 13, 2016

(E-RATE, ED TECH) Permanent link

In Celebration of ConnectED Day and Future Ready

Today we're celebrating ConnectED Day with our friends at Future Ready and we decided the best way to celebrate is with blog posts! These aren't just any ordinary blog posts, though—they're blog posts written by superintendents in districts from coast to coast, who are leading their students to college, career and life readiness, by taking advantage of ed tech, digital learning strategies and personalized learning methods and more.

You probably remember in June, 2013, when President Obama launched the ConnectED initiative and set a goal to connect 99 percent of America's students to the Internet through high-speed wireless and broadband Internet within five years. Today, we are still on track to meet that goal thanks to efforts made by federal, state and local institutions and especially the progress made on E-rate. With the Future Ready initiative as a model, educators are truly in a place to transform education as we know it, and that goes beyond Chromebooks and iPads.

Start your Future Ready journey today by taking the Future Ready pledge. And, even if you've already taken the pledge, read about the initiatives that other superintendents are championing in their districts and get inspired!

You can find our Future Ready blog series at 

June 24, 2016


Reversing the Bandwidth Crunch: Helping School Systems to Accelerate Connectivity with Fiber

This guest blog post comes from our friends at CoSN and the Berkman Center for Internet & Society at Harvard University.

Like never before, large and small schools are taking advantage of technology tools to blend and personalize the learning experience. This encouraging growth in demand, however, is increasing their connectivity needs—and schools are feeling a bandwidth crunch.

How big of a crunch? 

According to a recent CoSN survey, 68 percent of district technology officers believe their school systems do not have the bandwidth to meet their district’s connectivity demands in the next 18 months. K-12 broadband demands, meanwhile, are growing at an annual rate of more than 50 percent

Fortunately, K-12 schools last year received a big (and modern!) boost from the federal E-Rate program. Nearly $4 billion in federal funding is now available through the program to better connect schools and libraries—funding that will directly support the expenses for receiving high-quality connectivity. 

To give school system leaders the guidance to leverage the E-Rate program’s expanded offerings and accelerate their high-quality fiber connectivity, CoSN (the Consortium for School Networking) and the Berkman Center for Internet & Society at Harvard University have produced a new toolkit. 

Maximizing K-12 Fiber Connectivity Through E-Rate: An Overview includes three parts for school leaders:


  • Part One, which provides an overview of the E-Rate program and the types of fiber eligible through the program. Through case studies, it also shares how three school systems managed their fiber connectivity challenges.
  • Part Two, which describes important considerations for schools to assess their options. It also includes an additional case study that details how a school district’s E-Rate reimbursement for a fiber “self-build” could support wider fiber build-out.
  • Part Three, which issues a call to action for school systems to begin taking measurable steps toward deciding on and making effective use of today’s fiber connectivity options.

We encourage you to learn more about this modern resource for modern connectivity at:


CoSN is the premier professional association for school system technology leaders. To learn more, visit:

The Berkman Center for Internet & Society at Harvard University is dedicated to exploring, understanding, and shaping the development of the digitally-networked environment. To learn more, visit:




December 14, 2015

(ED TECH) Permanent link

Speak Up: Final Week to Complete Survey, Opportunity for Early Peek at Data

AASA is once again pleased to partner with our friends at Project Tomorrow as they administer the Speak Up survey, which gives education stakeholders the opportunity to share their viewpoints about key educational issues, particularly concerning digital learning and the use of technology to support future ready schools. The 2015 survey closes this Friday, December 18, meaning this is the last week for you to participate. 

Here are the participation numbers as of COB Friday December 11:

Speak Up 2015 Counts to Date: 401,034 total surveys
329,261 Teachers: 33,286 Administrators: 3,791 Parents: 29,242 Community Members: 5,454

Update – Quick Facts

  • Online surveys open now for K-12 students, parents, teachers, librarians, school site administrators, district administrators, technology leaders and community members. New this year, special surveys for Science Teachers and Communication Officers.
  • Surveys opened on Oct 1 and will remain open until Dec 18
  • New questions this year include topics such as: Homework gap, ultimate science classroom, print vs. digital, videos and movies within instruction, communications and engagement, and data privacy.
  • Speak Up is all over Twitter this year – follow us @SpeakUpEd or follow Julie @JulieEvans_PT for updates and news about all things Speak Up
  • Our Speak Up America Campaign was a huge success with over 80,000 surveys taken during the weeklong promotion and celebration event. At the request of many we have extended our social media campaign and book giveaways into next week.
  • Check out our new online interactive map with real time updates on state by state participation: - is your home state on the map? 

Sneak peek at some preliminary Speak Up 2015 data! 

In celebration of our Speak Up America campaign, we have pulled a special snapshot of preliminary data for students, parents, teachers, administrators and community members. Click on the links to view each of our special snapshots.

Two things that you can do today to support Speak Up


  1. Complete a Speak Up survey yourself as a parent or community member.  With our community member survey, everyone who cares about K-12 education has the opportunity to share his or her ideas about digital learning.  Take your community member survey or the parent survey here:   Share this link within your organization and through your social media networks as well.   I have attached some sample text to share out as well.
  2. Promote school or district participation in Speak Up to your customers and partners.  Our biggest challenge is getting the word out about Speak Up to school and district leaders.  Speak Up is a service to them – but they cannot take advantage of it if they don’t know about it.  Here are some ways that you can help with that:


    • Put Speak Up information and the survey link on your website  
    • Send out information in newsletters, listservs, emails about Speak Up 
    • Include Speak Up information in your webinars or at your meetings and conferences all next week
    • Reach out to key influencers in your organization to help spread the word about Speak Up

December 8, 2015(1)

(ED TECH) Permanent link

Is your school district #FutureReady?

This blog post comes from our friends at Future Ready.

Dear AASA Member:

As a national coalition partner of Future Ready, we appreciate your interest in helping your schools transform teaching and learning with the effective use of digital learning strategies. 

We encourage you to join the movement by signing the Future Ready District Pledge. As you know, by signing the pledge, you’ll join more than 2,000 superintendents who have committed to foster and lead a culture of digital learning in their district and to share what they have learned with other districts.  Upon signing the pledge, you are provided free access to summits, an interactive planning dashboard, and will gain access to ongoing professional learning opportunities through virtual events, mentoring and free resources.

With your help, we hope to reach the goal of more than 2,000 pledge signers by December 9, so we can announce that this one-year goal for FRS has been met. To see who has already signed the pledge in your area, click here. Please also help us spread to word by forwarding this note to at least five superintendents and encourage them to pledge.


Future Ready Schools Team (Sara Hall and Tom Murray) 

The Office of Educational Technology at the U.S. Department of Education Team (Richard Culatta and Katrina Stevens)