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Sales of K-12 Instructional Materials Soaring, New Industry Estimates Show

Pre-K-12 instructional materials are just one slice of a publishing industry that broadly thrived over the past year.

Data released last week by the Association of American Publishers show that sales of educational instructional materials in March more than doubled, year over year.

Overall educational revenues for instructional materials climbed by $111.7 million, while revenues for pre-K-12 resources reached $61.4 million in March —  an 82 percent jump over a year ago.

Sales of higher education course materials rose even more sharply, reaching $50.4 million in March, a 179 percent increase over the previous year.

Education publishers’ gains over the past year have come at a time when public and private investment in education markets has soared. Federal lawmakers have approved three different stimulus measures, the most recent of which will channel $130 million into K-12 education. Venture capitalists poured $16.1 billion total into ed tech in 2020, $7.9 billion more than the previous record set in 2018.

One factor driving the increases in education publishers’ revenues: Two of the three largest state markets for vendors in terms of student population – Texas and Florida – purchased significantly more instructional materials this March than a year ago, according to AAP’s PreK-12 Books & Materials Monthly Report for March 2021.

Florida and Texas K-12 leaders bought $8.5 million and $2.3 million worth of pedagogical materials, respectively, showing increases of 331 percent and 137 percent over March 2020.

On the other hand, sales of instructional materials in California, the state with the largest K-12 population, dropped from $6.1 million to $3.9 million.

In addition to higher monthly sales, Florida also generated a sizable increase in revenues for instructional materials across the full years of 2019 and 2020, growing from $6.9 million to $11.4 million. During the same period, annual sales for California fell from $12.1 million to $10.1 million, and yearly sales for Texas declined from $7.8 million to $7.2 million.

The educational sales data account for materials covering reading and language arts, science, social studies, math, English as a second language, career and technical education, as well as miscellaneous other subject areas.

Other segments of the publishing industry have also seen their revenues increase over the past year. Consumer books grossed $743.9 million in March, a 34.2-percent increase year-over-year, while professional books generated $33.1 million, a 33.2-percent gain.

AAP released the information based on questionnaires they sent to publishers, the group said. The monthly reports draw revenue data from approximately 1,300 publishers.

Publishing sales for this year are more comparable to 2017-2019 levels than to industry revenues last year, which was a “tough” time for the industry, AAP said.

School buildings across the U.S. started closing in March 2020 amid the initial onslaught of COVID-19, forcing districts to quickly pivot away from traditional instructional methods and swiftly reprioritize their spending.

Though the publishing industry posted striking growth rates in March, the industry typically sees stronger performance over the summer, and so the next few months will provide a better indicator of the sector’s resilience, according to the AAP.

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Why Do Ed-Tech Products Soar in Some Districts, But Flop in Others?

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The EdTech Genome Project aims to give districts more accurate, granular comparisons of what ed-tech products work in what kinds of schools.

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‘Global Education Recovery Tracker’ Offers Country-by-Country Status on School Reopening

Johns Hopkins University, World Bank & UNICEF (2021). COVID-19 Global Education Recovery Tracker. Last updated as of 24 March 2021. Baltimore, Washington DC, New York: JHU, World Bank, UNICEF.

Three organizations with a major focus on education have developed a tool that tracks and displays school reopening and recovery planning efforts in over 200 countries and territories.

The World Bank, Johns Hopkins University, and UNICEF have unveiled the COVID-19 Global Education Recovery Tracker.

The online database breaks countries into six reopening categories: in-person education; hybrid/remote education; combination of in-person, hybrid, remote, and closed; schools closed due to a regular school calendar closure; completely closed; and, unknown status/data not available.

The tracker also includes U.S. state-by-state and country-by-country information on the status of vaccine availability for teachers.

“The world was facing a learning crisis before COVID-19,” World Bank Global Director for Education Jaime Saavedra said in a statement. “The learning poverty rate – the proportion of 10-year-olds unable to read a short, age-appropriate text – was 53 percent in low- and middle-income countries prior to COVID-19, compared to only 9 percent for high-income countries.”

These divides have gotten even worse during the pandemic, and COVID-19-related school closures are likely to raise the learning poverty rate by another 10 percent, Saavedra said.

Data through early March show that 51 countries have fully returned to in-person education, and that in over 90 countries, students are being instructed through multiple modes, with some schools open, others closed, and many offering hybrid learning options, an announcement by the organizations states.

Researchers from the World Bank, Johns Hopkins, and UNICEF each have subsets of countries for which they’re responsible for compiling data, which is gleaned from publicly available sources, including government data and news sources, said Megan Collins, a bioethicist, pediatric ophthalmologist and professor of ophthalmology at Johns Hopkins University, who is also a leader of the education recovery tracker project.

Information gleaned from news stories needs to be accompanied by at least one other source for validation, she said.

After researchers gather the data, on a bimonthly basis, the team looks through and validates the data, after which researchers answer survey questions intended to decipher the status of school reopenings and the prioritization of groups considered more vulnerable to contracting the disease, such as teachers, Collins said.

“The survey is broken down into, ‘Are schools in the country open or closed right now? Are teachers being vaccinated as a priority group? Yes or no,” Collins said.

“’If schools are in person, what types of learning modalities are being employed? If schools are virtual, what types of learning modalities are being employed?’”

As of March 24, the U.S., Australia, Japan, Germany, and Argentina, were among the major education markets whose schools were operating with a combination of in-person, hybrid, remote, and closed classrooms.

Fully Open Schools in Russia, France, Spain

Meanwhile, the major markets of Brazil, Mexico, India, Sweden, Norway, and Saudi Arabia were either combining remote and in-person instruction and/or their students were exclusively learning remotely.

The U.K., Russia, France, Spain, and Ethiopia, were among the countries where schools are fully open and students have returned for in-person instruction.

“Institutions like the World Bank are helping developing countries’ education systems by providing the evidence to understand where investments are likely to be most impactful,” World Bank Education Global Practice senior operations officer Kali Azzi-Huck and World Bank senior education specialist Tigran Shmis said in an email.

“This tracker helps us to gather critical data and provide advice on country policies to tackle learning loss and accelerate learning in countries.”

Many education companies in recent years have taken a growing interest in exploring international markets outside their home countries. Those ambitions have been fueled by several factors, including the ease of delivering products and services via ed tech, rising income levels in developing nations, and the hunger for new forms of online learning during the pandemic.

Another resource released by the World Bank, Johns Hopkins and UNICEF, shows country-by-country school status/education modality, along with whether that country has authorized COVID-19 vaccines and whether teachers are currently being vaccinated as a priority group.

One revealing takeaway from the tracker is that teachers in low- and middle-income countries are largely not being vaccinated against COVID-19, and that two-thirds of the 130 countries where vaccine information was available are not currently vaccinating teachers as a priority group.

A few of the challenges that the organizations have faced when standing up and updating this resource include the lag between the time of data collection and publication, mostly due to the breadth and complexity of the data; as well as the inability to get granular data, Collins said.

The tracker is “an amazing opportunity to look at what’s happening globally,” she said. “But it certainly does not have the capabilities to dive down to the level of what’s happening for fourth graders living in a certain district of a certain school system in India.”

Collins said Johns Hopkins has been “uniquely positioned” to provide information during the pandemic, noting that her Hopkins team that is working on the tracker organically formed a year ago to think about ways to help children, initially releasing a tracker looking at school reopenings in the U.S.

“For kids from disadvantaged backgrounds, they’re going to be impacted much more severely,” she said.

“As we’ve had schools thinking about reopening or recovery, what are the students going to need, and what are students going to need the most? [We’ve been] doing issue-spotting, hopefully for educators and policymakers to think about providing the actual resources that are needed.”

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Where Venture Capitalists Are Investing as Districts Shift to In-Person Education

Investors are putting a premium on companies that have the products and expertise to span distance learning and a return to in-person lessons.

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Global Spending on Virtual Reality, AI in Education Poised to Skyrocket, Report Says

Global spending on artificial and virtual reality in education is expected to soar from $1.8 billion to $12.6 billion annually over the next four years, a new analysis projects.

Spending on artificial intelligence in education, meanwhile, will jump from $800 million to $6.1 billion yearly over that same period, according to the report released recently by HolonIQ, a global research and intelligence firm.

The report made several projections for global ed-tech expenditures in K-12, higher education, and corporate training through 2025. Those include forecasts of total education spending, upskilling, spending on digital technologies as a proportion of total education spending, and venture capital investment.

“AR/VR is coming down the stack from workforce into higher ed, and is slowly making its way into K-12,” Patrick Brothers, the co-CEO and co-founder of HolonIQ, said in an interview.

Augmented and virtual reality has seen only modest uptake yet in K-12 because there’s a big learning curve for students and teachers to become familiar with the technologies, and because their use will take some time to catch on, he said.

Other areas of advanced technology figure to see significant growth in expenditures through 2025, include robotics and blockchain, according to the report. It projects that the total spent on robotics will rise from $1.3 billion in 2018 to $3.1 billion in 2025, and that the total spent on blockchain will rise from $100 million in 2018 to $600 million in 2025.

HolonIQ
HolonIQ

The biggest driver for the use of blockchain in education is a desire for secure and scalable credentialing, while the biggest spark behind the use of robotics in education is schools looking for different ways to engage learners in STEM fields, Brothers said.

HolonIQ forecasts overall global spending on ed-tech to rise from $227 billion in 2020 to $404 billion in 2025.

Currently, spending on digital technologies makes up just 3.6 percent of total expenditures in the areas of K-12, higher ed, and corporate training. In 2025, that percentage is expected to rise to a higher but still small level of 5.2 percent of overall spending.

“While the longer term impact of COVID-19 on education models is yet to play out, over the next few years we expect an upswing of spending on digital infrastructure in education and greater spending over the long term in new digital models,” the report states.

HolonIQ defines spending in the report as governments, companies, and consumers devoting money to a learning product or service. That distinguishes it from education investments, which are characterized by the supplying of capital in exchange for a stake in a company, Brothers said.

The report also notes that global ed-tech venture capital funding has risen from its previous record of $8.2 billion in 2018 to $16.1 billion in 2020, with Chinese companies occupying the largest share of funding compared with other countries.

Investment in educationwill continue to grow, but is not evenly spread across the globe and weighted heavily towards late-stage mega-rounds,” the report says.

Chinese ed-tech companies saw $26.8 billion in venture capital investment between 2010 and 2020, while U.S. companies saw $13 billion invested in the same period.

Overall, HolonIQ projects that total global education spending will rise from an estimated total of $5.4 trillion in 2020 to a total of $7.3 trillion in 2025, noting that education composes over 6 percent of global GDP.

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Inside One District’s Effort to Bring Internet to Disconnected Students

One of the biggest challenges facing school districts during the pandemic is also one of those most fundamental — they have many students who don’t have reliable internet access.

The Killeen Independent School District in central Texas has taken a multifaceted approach to solving that problem.John Hocking is director of network and…

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