F.C.C. Backs Plan to Update a Fund That Helps Connect Schools to the Internet

WASHINGTON — The Federal Communications Commission voted on Friday to overhaul and possibly expand its E-Rate program, a $2.3 billion effort to provide schools and libraries with up-to-date telecommunications service and equipment, including high-speed Internet connections.

A proposal approved by the commission, which will be made available for public comment before a final version is completed, calls for funds to be moved away from outdated uses like paying for paging service and long-distance phone calls and into areas that will accelerate digital literacy, like Wi-Fi connections within a school or library.

The proposal also calls for measures that would drive down the cost of services, like adoption of purchasing consortiums, and the streamlining of administrative requirements — among them, shifting much of the required paperwork for applicants to electronic filings. “One of the biggest obstacles to seizing the opportunities of digital learning in America is inadequate bandwidth at our schools and libraries,” Mignon L. Clyburn, the F.C.C. chairwoman, said before voting. “Simply put, they need faster high-capacity connections and they need them now.”

Just last month in a visit to a North Carolina middle school, President Obama set a goal of connecting 99 percent of school students to the Internet through high-speed broadband and high-speed wireless within five years.

“To get there, we have to build connected classrooms that support modern teaching — investments we know our international competitors are already making,” Mr. Obama said on Friday.

The E-Rate fund has financed Internet connections to more than 95 percent of American public school classrooms, while only 14 percent were connected when E-Rate was established in 1997.

In 2010, however, an F.C.C. study found that more than half of the schools and libraries reported that their Internet connections were too slow to meet their needs. For the coming school year, libraries and schools requested more than $4.9 billion to pay for connections and equipment, more than twice the size of the fund.

“We fail our students if we expect digital-age learning to take place at near dial-up speeds,” said Jessica Rosenworcel, an F.C.C. commissioner. “Contrast this with efforts under way in some of our world neighbors. They are pouring resources into these subjects, into schools and connectivity.”

The E-Rate program has been faulted for inadequately allocating money in the fund, which is provided through a tax on consumers’ phone bills, a monthly charge between 50 cents and $1.

Commissioner Ajit Pai, the lone Republican on the five-member commission (where two seats are vacant), criticized allocations of the fund, saying an average of only $1.8 billion had been spent in each of the last 10 years, leaving more than $5 billion unused in the E-Rate account.

Mr. Pai also complained that the program placed greater emphasis on the wrong services.

“E-Rate today prioritizes long-distance telephone calls and getting phone service to a school’s bus garage over wiring up a classroom,” Mr. Pai said in a speech this week at the American Enterprise Institute. “How can it be that E-Rate in the last few years committed about $600 million, more than one-quarter of its annual budget, to support voice telephone services while at the same time denying eight out of 10 applicants’ funding for connecting classrooms?”

At a Senate Commerce Committee hearing this week, both Republicans and Democrats spoke favorably of the fund, although some quoted Mr. Pai’s observations in a warning of reckless spending.

F.C.C. Backs Plan to Update a Fund That Helps Connect Schools to the Internet

WASHINGTON — The Federal Communications Commission voted on Friday to overhaul and possibly expand its E-Rate program, a $2.3 billion effort to provide schools and libraries with up-to-date telecommunications service and equipment, including high-speed Internet connections.

A proposal approved by the commission, which will be made available for public comment before a final version is completed, calls for funds to be moved away from outdated uses like paying for paging service and long-distance phone calls and into areas that will accelerate digital literacy, like Wi-Fi connections within a school or library.

The proposal also calls for measures that would drive down the cost of services, like adoption of purchasing consortiums, and the streamlining of administrative requirements — among them, shifting much of the required paperwork for applicants to electronic filings. “One of the biggest obstacles to seizing the opportunities of digital learning in America is inadequate bandwidth at our schools and libraries,” Mignon L. Clyburn, the F.C.C. chairwoman, said before voting. “Simply put, they need faster high-capacity connections and they need them now.”

Just last month in a visit to a North Carolina middle school, President Obama set a goal of connecting 99 percent of school students to the Internet through high-speed broadband and high-speed wireless within five years.

“To get there, we have to build connected classrooms that support modern teaching — investments we know our international competitors are already making,” Mr. Obama said on Friday.

The E-Rate fund has financed Internet connections to more than 95 percent of American public school classrooms, while only 14 percent were connected when E-Rate was established in 1997.

In 2010, however, an F.C.C. study found that more than half of the schools and libraries reported that their Internet connections were too slow to meet their needs. For the coming school year, libraries and schools requested more than $4.9 billion to pay for connections and equipment, more than twice the size of the fund.

“We fail our students if we expect digital-age learning to take place at near dial-up speeds,” said Jessica Rosenworcel, an F.C.C. commissioner. “Contrast this with efforts under way in some of our world neighbors. They are pouring resources into these subjects, into schools and connectivity.”

The E-Rate program has been faulted for inadequately allocating money in the fund, which is provided through a tax on consumers’ phone bills, a monthly charge between 50 cents and $1.

Commissioner Ajit Pai, the lone Republican on the five-member commission (where two seats are vacant), criticized allocations of the fund, saying an average of only $1.8 billion had been spent in each of the last 10 years, leaving more than $5 billion unused in the E-Rate account.

Mr. Pai also complained that the program placed greater emphasis on the wrong services.

“E-Rate today prioritizes long-distance telephone calls and getting phone service to a school’s bus garage over wiring up a classroom,” Mr. Pai said in a speech this week at the American Enterprise Institute. “How can it be that E-Rate in the last few years committed about $600 million, more than one-quarter of its annual budget, to support voice telephone services while at the same time denying eight out of 10 applicants’ funding for connecting classrooms?”

At a Senate Commerce Committee hearing this week, both Republicans and Democrats spoke favorably of the fund, although some quoted Mr. Pai’s observations in a warning of reckless spending.

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Some Schools Urge Students to Bring Their Own Technology

Officials at the schools say the students’ own devices are the simplest way to use a new generation of learning apps that can, for example, teach them math, test them with quizzes and enable them to share and comment on each other’s essays.

Advocates of this new trend, called B.Y.O.T. for bring your own technology, say there is another advantage: it saves money for schools short of cash.

Some large school districts in Central Florida and near Houston and Atlanta have already signed on, and they are fielding calls and providing tours to administrators from hundreds of other districts that are considering whether to follow their lead.

But B.Y.O.T. has many skeptics, even among people who otherwise see benefits of using more technology in classrooms.

“The schools are hoping, hoping there’s going to be a for-free solution because they don’t have any money,” said Elliot Soloway, a computer science professor at the University of Michigan who consults with many school districts about the use of computers to promote learning.

“If you look at initiatives in public education, this has the momentum.”

But Mr. Soloway also said he was “frightened” by the notion of schools using B.Y.O.T. as a quick budget fix because there was no evidence that a classroom full of students using different personal devices would enhance learning. Roy Pea, a professor of learning sciences at Stanford University, also has doubts. He is the co-author of a White House-backed National Educational Technology Plan published in 2011 that advocates for technology-centric classrooms.

But he said the B.Y.O.T. approach could be counterproductive if teachers were forced to build lessons around different devices — in effect, subverting curriculum to technology.

“Why are they so happy to have these devices when just a few years ago they didn’t want them in the classroom?” Dr. Pea asked about school administrators.

The Volusia County School District in Central Florida, bordering Daytona Beach, is one of the places that used to have signs around its schools that admonished students: no cellphones allowed. But the signs have been replaced over the last two years with new ones that read: B.Y.O.T.

Volusia school officials say that they realized they should take advantage of, rather than fight, students’ deep connections with their devices. At the same time, the district found that the cost of providing and maintaining computers for students was becoming prohibitive.

Since the change, Volusia officials say, they have not encountered many tech support problems or complaints from teachers. Rather, students are more engaged, they say, and the only problem that regularly crops up is that students forget to charge the batteries in their devices.

“It’s almost like bringing your homework,” said Jessica Levene, manager of learning technologies for the Volusia district, where 21 of 70 schools are using B.Y.O.T. “Make sure you have your device and that it’s charged.”

She conceded that students could text each other more easily now but said the school was keeping them busy on their devices. And while district administrators worried initially that poorer students would not own devices, they discovered something of “an inverse relationship” between family income and the sophistication of their devices, particularly smartphones, said Don Boulware, the district’s director of technology services.

At Woodward Avenue Elementary School in the Volusia district, fifth-grade teacher Dana Zacharko said her students tended to bring in smartphones or iPod Touches. She said she had found apps that allowed her to teach all kinds of subjects.

New Enrollment Drops Again in U.S. Graduate Schools

New enrollment in graduate schools fell last year for the second consecutive year, according to a report from the Council of Graduate Schools.

The declines followed surges in enrollment in 2008 and 2009 as many unemployed workers sought a haven during the recession. Financial considerations probably played a role in the shift. Students may be dissuaded from continuing their education in part because of the increasing debt burden from their undergraduate years.

Additionally, state budget cuts are forcing public institutions to reduce aid for graduate students, who in some disciplines have traditionally been paid to attend postgraduate programs.

The number of students enrolled in master’s and doctoral programs (excluding law and certain other first professional degrees like M.D.’s) declined by 1.7 percent from the fall of 2010 to fall 2011.

Among American citizens and permanent residents, matriculation fell by 2.3 percent. In contrast, temporary residents increased their enrollment by 7.8 percent.

Temporary residents made up 16.9 percent of all students in American graduate schools, and that figure has been growing as foreign governments pay for more of their citizens to obtain education in the United States, particularly in technical areas. Temporary residents represented 45.5 percent of all students enrolled in engineering graduate programs in the United States, and 42.4 percent of those in American mathematics and computer science graduate programs.

The changes in 2011 varied by discipline, with education having the biggest drop-off in new graduate enrollment at 8.8 percent.

“The states are in financial stress,” said Debra Stewart, president of the Council of Graduate Schools. “The school systems especially are in financial stress. Teachers are no longer being provided time off to get graduate degrees, and schools are no longer funding principals to go back and get principal certificates.”

The next sharpest decline was in programs for arts and humanities, where new graduate enrollment fell by 5.4 percent, perhaps reflecting that career prospects for such graduates are becoming more limited as colleges lay off even tenured faculty members in these areas.

Health sciences, on the other hand, experienced a big increase in enrollment. The health care industry has been hiring consistently and robustly during the recession and the weak recovery.

The number of new graduate students studying health care rose by 6.4 percent, which was slightly slower growth than the average in the last decade. The average annual change in new graduate enrollment in health sciences from 2001 to 2011 was 9.8 percent.

Enrollment showed more tepid growth in business, which was up by 2.6 percent, and in mathematics and computer sciences, up by 1.6 percent.

While overall enrollment for graduate school declined, the number of applications rose by 4.3 percent. It was the sixth consecutive increase in application volume.

The Council of Graduate Schools did not have data on how many schools the typical applicant applies to, so it was unclear if there were more people applying in 2011 than in the previous year. But there was an increase in the number of people taking the Graduate Record Examinations (G.R.E.), a test that many graduate schools require as part of student applications.

As the number of grad school applications has risen, the share of those applications leading to offers of admission has been falling. In 2007, the acceptance rate across all master’s and doctoral programs was 44.6 percent, whereas in 2011 it was 40.8 percent.

Women continued to outnumber men in the nation’s postgraduate programs, 58 percent to 42 percent, in the 2011 report.

The Council of Graduate Schools, a membership organization for institutions of higher education in the United States and Canada, based its findings on an annual survey of American graduate schools. The latest report reflected the responses from 655 institutions, which collectively award 81 percent of the master’s degrees and 92 percent of the doctorates each year.

Law Schools

An American classic turns 20.

* Happy International Women’s Day, ladies! Now get in the kitchen and bake yourself a cake. Legal Cheek

* The judge in the Raj Rajaratnam case speaks out about wiretapping and the uptick in insider trading enforcement. You probably don’t want to play this game of telephone. [Bloomberg Law

* I would also add this to the list: “Have you heard about the pants party?” And “I frequently send tips to Above the Law.” [Greedy Associates

* My Cousin Vinny came out 20 years ago this week, when I was just a “yout,” and I had no idea what a grit was either. [Abnormal Use

* The Southern Poverty Law Center added Roosh V, the author a variety of “bang guides,” to its watch list of hate groups and extremists for his misogynism. I am more offended by his stupid nickname. [Huffington Post

* At the first annual Law Rocks Battle of the Bands in Los Angeles, Exposition Deposition, a band made up of attorneys from Sheppard Mullin and Venable took home first place. The event raised nearly $25,000 for charity. [PRNewswire