Thanks to everyone who attending our “Back-to-school solutions to protect your child’s privacy” webinar on October 3, 2017, co-hosted by the Parent Coalition for Student Privacy, Class Size Matters and NYS Allies for Public Education. If you were unable to join us, you can find the webinar recording and the slide presentation below and here. Thanks again!
Now that summer’s over, it’s time to start thinking about protecting your children’s personal data at school. Join the Parent Coalition for Student Privacy, Class Size Matters and the NYS Allies for Public Education for a brief webinar on Tuesday, October 3rd at 8:00pm Eastern covering the following topics:
1. How to opt out of directory information sharing — and why;
2. What common practices in schools violate student privacy & federal law;
3. Practical tips for protecting your child’s privacy;
4. Questions to ask your teacher or principal about apps and other technology used in the classroom.
Registration is required so please sign up today here.
If you can’t join us on Tuesday, don’t forget to check out and use the Parent Toolkit for Student Privacy, created by the Campaign for a Commercial-Free Childhood and the Parent Coalition for Student Privacy.
We hope you can join us Tuesday, October 3rd at 8:00pm Eastern!
Cross-posted from the Parents Across America website. Laura is a Virginia parent leader and a PAA board member. At these July hearings, Laura also gave the VA Board of Education a copy of our Parent Toolkit for Student Privacy. Others should feel free to share our toolkit with their state education officials as well!
My name is Laura Bowman and I’m the leader of Parents Across America-Roanoke Valley, a chapter of the national child and public school advocacy organization.
I believe we need stronger protections for our children’s personal data. We’ve seen the number of student data breeches double so far this year. EdTech Strategies reports that, “U.S… public schools were reported to have experienced at least 147 separate cyber security-related incidents” in the last 18 months.
Breeches of personal information by federal agencies has increased by 164% over five years.
Children don’t have negative credit histories, so their data is valuable to hackers who want to steal their identities.
It used to be that student data was kept within the school system. Now, there’s great concern that our children’s personal data is shared with outside entities, many with a profit motive, and without the informed consent of parents.
Parents should be worried. Their children’s sensitive student data, including their disciplinary records and information about their behavior, immigration status, and home life could be used for unethical purposes. We must be mindful of the consequences of relaxing privacy laws and allowing our children’s data to be shared with corporations and organizations with no vested interest in their health, safety, education, and well-being.
The vast majority of parents are unaware that their child’s electronic personal data is being shared with private educational companies to develop products and services. We should be able to know exactly who has access to our children’s data and for what purpose, and how it’s being stored and protected.
With the increase in EdTech and so-called “Personalized” Learning, and a focus on Social Emotional Learning, more and more of our children’s personal data is being collected online and mined for profit. Their personal information is being used in ways that aren’t transparent to parents and make it vulnerable to breaches.
While I believe technology in education, when used as a tool for research, creativity, and communication, is valuable, I’m increasingly concerned that every mouse click my child makes at school will be tracked, and that’s not okay with me.
Parents are worried that, due to the push for Social Emotional curriculum, there will be attempts to standardize and assess their children’s highly subjective emotional health. This is problematic on several fronts. Are our children’s teachers trained psychologists? No. Is it possible to standardize emotions? No. Should we grade a child’s emotional health? No. And if attempts are made to assess a child’s emotional quotient, where will that data go?
When it comes to character building and social emotional learning in K-12, I’d encourage our school systems to address it, don’t assess it. We must be mindful of unintended consequences and the dangers of once again, as with standardized testing, attempting to fit children into neat little boxes, and we mustn’t allow our children’s emotional quotient data to be given to corporate entities who value profits over the well-being of children.
The amount and types of data collected on our children is staggering. The CEO of Knewton is infamously known for stating that 5-10 million pieces of actionable data is collected on our children every day. He also boasts that, the world in 30 years is going to be unrecognizably data-mined, and education is the most data mine-able industry.
There’s a lot at stake and it’s my hope that your department holds itself and school systems across the Commonwealth responsible for protecting our children’s personal information from hackers and marketers.
I have a copy of the newly released Parent Toolkit for Student Privacy for you. It was created by the Parent Coalition for Student Privacy and the Campaign for a Commercial-Free Childhood and can be accessed on their websites. It’s a wealth of information and includes helpful advocacy tools for parents and educators alike.
Thank you for your time.
By Leonie Haimson, co-chair of the Parent Coalition for Student Privacy
A shorter version of this post was published on the Washington Post Answer Sheet.
Last October, the Washington Post published an article on its front page about the “personalized” online learning platform that Summit charter schools and Facebook developed in collaboration. This platform, called Summit Basecamp, is a learning management system complete with a curriculum, including projects, online resources and tests.
Currently, Summit claims that the program has been adopted in about 140 schools across the country, both public and charter schools. The list is here. 48 are charter schools and the rest are district public schools. 38 percent are middle schools, 24 percent high schools, 13 percent elementary schools, and the rest K–12 or K–8 schools. Summit also recently was awarded a $10 million grant from the Emerson Collective, run by Laurine Powell Jobs, to “reinvent” the high school by starting a new school in Oakland that will run an expanded version of its online learning platform.
In March, it was announced that the operation and further development of the Summit online platform would be transferred from Facebook to the Chan/Zuckerberg Initiative (CZI), the for-profit LLC owned by Mark Zuckerberg and his wife, Priscilla Chan, with billions of dollars at its disposal. At about the same time, Summit decided it would no longer ask for parent consent before collecting and re-disclosing their children’s personal data.
Over the course of the 2016-2017 school year, parents throughout the country rebelled against the platform, both because of its lack of privacy but also because they experienced its negative impact on their children’s learning and attitudes to school. In addition, Summit and the schools using the platform are no longer asking for parental consent, probably because so many parents refused or resisted signing the consent forms.
After the Washington Post article appeared, I expanded on the privacy concerns cited in that piece, and pointed out additional issues in my blog. I included a list of questions parents should ask Summit to clarify their data-sharing plans. Parents who sent them to Summit informed me that Summit failed to answer these questions. (I later expanded on these questions, and Rachael Stickland, the co-chair of the Parent Coalition for Student Privacy, submitted them to Summit representatives after personally meeting them at SXSW EDU conference in March. She also received no response.)
On March 3, the Cincinnati Enquirer reported on the experience of parents in Boone County, Kentucky whose schools had adopted the platform– many of whom did not want to consent to their children’s data being shared with so little specificity and so few restrictions:
At the beginning of the school year, parents had to sign a permission slip allowing Summit to access their child’s profile information. Summit uses the info to “conduct surveys and studies, develop new features, products and services and otherwise as requested,” the form states. The agreement also allows Summit to disclose information to third-party service providers and partners “as directed” by schools. That, perhaps, is the biggest source of contention surrounding Summit. … “It’s optional. Nobody has to do Summit, [Deputy Superintendent Karen] Cheser said… Summit spokeswoman declined to speak on the record with The Enquirer.”
Yet within weeks of the publication of this article, at about the same time that the Chan-Zuckerberg Initiative took over, someone involved in the Summit initiative decided that parents would no longer be granted the right of consent – either for their children to be subjected to the Summit instructional program or for their data to be shared according to Summit’s open-ended policies. In fact, Summit claimed the right to access, data-mine and redisclose their children’s data in the same way as before – yet now, without asking if parents agreed to these terms.
They explained their decision this way – in a post now only accessible through the Wayback Machine:
You used to require parental consent, why has your approach changed?
We heard directly from our partner schools and districts that they have established processes for making instructional decisions—such as adopting a textbook series or curriculum—to meet the needs of their students. The Summit Learning Platform is a teaching and learning tool that includes a comprehensive 6th-12th grade curricula in English, math, science, Spanish, and social studies—as well as all the tools and learning resources students and teachers need for the school year. We want to respect each school’s process. Therefore each school’s leadership and teaching team will determine whether to use Summit Learning on behalf of their community.
In other words, the crucial decision of whether students would be subjected to this experimental platform and how widely their personal data would be shared would no longer be made by their parents, but by Summit and their schools.
The personal student data they say they will collect and can share with their partners is expansive, and includes, among other things;
- Contact information such as full name and email address, username and password;
- Course information including student work in applicable media (e.g., video, audio, text and images) and course progress;
- Test scores, grades and standardized test results;
- Narratives written by students, including their goals and learning plans, their communication with teachers and other students;
- Teacher curricula and notes and feedback to or about students;
- Student record information such as attendance, suspension, and expulsions;
- Student demographic data; presumably including race, ethnicity, and economic status;
- Outcome information such as grade level promotion and graduation, college admission test scores, college acceptance and attendance, and employment.
Yet neither Facebook nor CZI has signed the Student Privacy Pledge.
The fact that Summit claims the right to transfer student data in an “asset sale” also appears to violate SOPIPA, the California student privacy law that bans selling student data even more emphatically – though 36 California public and charter schools were using the Summit platform this past school year, the most of any state.
In its Terms of Service, Summit demands that schools and teachers are prohibited from changing any of the materials or curricula in the platform without prior permission, and that if they suggest improvements through feedback, Summit will claim “an irrevocable, non-exclusive, royalty-free, perpetual, worldwide license to use, modify, prepare derivative works from, publish, distribute and sublicense the Feedback without any compensation.”
To make things worse, anyone using the platform gives up the right to sue in court, but must instead resolve disputes through confidential binding arbitration by an arbitrator located in San Mateo — home of Silicon Valley, Facebook and CZI. The Terms of Service also bars individuals or schools from entering into class action lawsuits or complaints. (Last month, the federal Consumer Financial Protection Bureau prohibited banks and financial service companies from denying consumers the right to file class action lawsuits.)
Finally, Summit also claims the right that it can change the Terms of Service at any time without prior notification, simply by posting the changes online, to be effective ten days after posting.
The head of Summit Charter Schools, Diane Taverner, is also the President of the California Charter School Association, posing a risk that student and parent data could be sold for political ends, and that the work of public school teachers could be used in her charter schools without recompense.
Growing parent and student resistance to Summit platform in Virginia, Ohio, Kentucky and Illinois
To some extent, Summit’s announcement that they would no longer ask for parent consent makes sense. Throughout the fall, winter and spring, parents with children at schools using the Summit platform reached out to me personally and the Parent Coalition for Student Privacy for help and advice.
One grievance early on was that contrary to the Summit’s public posture, their schools told them that if they did not grant their permission to have their children’s data shared in this way, they would not receive any other form of instruction. By the end of the school year, because of their children’s disastrous experience with the Summit platform, some desperate parents in Kentucky, Ohio, Illinois and Virginia decided to either move out of their school district, homeschool their children or apply for a transfer.
She explained to me why she is pulling her son out of the school: “There are numerous issues I have with this pilot program. My son complained of headaches and other aches and pains all year… He was on the computer a lot, every day! He managed to get Honor Roll but hated the program.
“In my opinion, this program doesn’t truly get the children prepared for college as they claim because they are allowed to retake assessments over and over again until they have mastered the material. I do not remember any of my college professors allowing me to retake exams. I feel that it this practice inflates grades and unfairly suggests that this program is ‘working’. Some of the content that I was able to view wasn’t age appropriate for a 6th grader. For example, for American history they assigned a Dora the Explorer rap video about the 13 colonies that was of poor quality and had numerous grammatical errors in the text shown.”
She also had problems with the “parent dashboard” that Summit claims provides parents with full access to the curriculum – but that she could only see while her son was logged in and engaged in doing his homework: “I expressed numerous times that the dashboard was useless! I was unable to view a majority of the material my son was learning, whether it be a worksheet or video. …. Lastly, one of my greatest concerns is the fact that all the privacy policies are very vague and I have NO idea EXACTLY what data is being collected and how it is being used. The school does not know either. Very disheartening. “
Stacie Storms, a parent who lives in Boone County Kentucky, told me that when she withheld her consent, the response from her child’s school was that she would have to pull him out of the school. She chose to homeschool her child, though she has gone to her elected local and state representatives to protest.
Many Boone County parents were concerned how the privacy agreement puts at risk not only their children’s privacy, but their own, as recounted in the Northern Kentucky Tribune:
The agreement gives Summit Learning permission to collect data from any devices used to access the program, which means parents accessing the program from home or work devices may be susceptible to data collection too. Some parents are upset with their students’ data, and potential their own data, being shared outside of the district.
Parents told the reporter that “their children were just skipping to the assessments without reading the material. They only had to get eight out of the ten multiple choice questions correct to pass.”
Students were provided insufficient time with their teachers, and as one parent wrote me: “The schedule does not allow for a program like this to work with 25+ students… The teachers have admitted that they cannot get to every student, every week with the schedule.”
According to the Summit system, each student is supposed to have dedicated one-on one time with a teacher, to ensure they stay on track and are actually learning. Though the program only requires 10 minutes per week with their “mentor”, some students are not even provided with this amount of minimal time.
Parents confessed that their children had become bored, disengaged and falling behind; and many of them no longer wanted to go to school. Students are also subjected to numerous ads via YouTube and the other websites assigned by the platform, which can be very distracting, especially for children with special needs.
Parent Jennifer R., who asked that her last name and school district be withheld, said: “I think Summit learning is the worst thing that has ever happened to the education system. My child is having a HORRIBLE experience with it and the teachers are like “well, we are kind of stuck on what to do to help him.” Really?! How’s about ditch the stupid tablets and program and go back to what works, books and ACTUALLY handwritten homework.”
Another parent confided: “My objection to this program is lack of teacher instruction, lack of class discussion where students can process as a whole — learning from the questions their peers may have and of course their amount of screen time. I knew the content of the curriculum wouldn’t be perfect, but had no idea how disengaged this program would have my daughter from school…. She has always been an easy kid that enjoys school. This year? Mornings are tough…she doesn’t want to go. It’s booorrriiinnnggg. She needs that teacher engagement to hold her attention. Computer screen doesn’t cut it.”
Another: “To be realistic the curriculum our kids are using on the program right now SUCKS.”
Here are the observations of a student, assigned to the Summit platform, whose comments are posted to the Northern Kentucky Tribune article linked to above:
Honestly I hear tons of kids talking about dropping out, I look around on other students’ computers and a lot of them are falling behind …. it is so stressful once you start to fall behind you dig yourself in a hole and it’s hard to get out of it… It has been really hard for me to stay focused and staring at these computer screens all day really takes a tole [sic] on your eyes. Everyone is on a different pace, classrooms are quiet and not engaged like they used to be. …
I have been complaining about summit since the first week of school yet no one listens to me and my counselor basically tells me that is my fault for failing and I should get used to summit because it will always be there. …. I have stress, anxiety and depression and this year i have had 5 anxiety attacks over summit, i do not want to come to school anymore i hate it and i am failing which has ever happened to me before i have always been a student to get good grades. Lastly teachers are not realizing that most student open up another tab while they’re taking assessments and cheat. I see it being done by a lot of people. If i cheated on my tests then I’d be passing right now. …. I am dropping out next year. I can’t deal with another year of summit.”
Mirna Daniel-Eads, a Boone County parent, took her child out of the school and moved to another district because of the Summit platform. She explains her family’s decision this way: “Summit is all computer, most days the internet was down so my son was learning nothing. The teachers were not teaching… a complete waste of time.”
Despite the widespread discontent, Boone County administrators applied to the state be named as a “District of Innovation.” Part of the application involves waiver requests to allow teachers to teach outside of their certification areas – and to “allow teachers’ assistants (para-professionals) the ability to oversee digital curriculum and to allow them levels of instruction and supervision.” As the district explains, “There are many teacher assistants that are capable of assisting students with virtual and digital content.”
Yet in response to numerous parent complaints, the Kentucky Office of Education Accountability (OEA) released three reports on August 18, 2017, which found fault with the way in which the Summit platform and curriculum were adopted in Boone County schools. The reports describe how the district was lured into the program, after principals attended a seminar at the University of Kentucky Next Generation Leadership Academy. Subsequently, the district sent 82 teachers and administrators to California to be trained at Summit’s expense, and three Boone County middle schools and one alternative school implemented the Summit platform.
Among the many problems outlined by David Wickersham, Director of the Kentucky OEA, included the following:
- No Boone district or school official attempted to determine if the Summit program was aligned with Kentucky state learning standards before adopting it, and several teachers reported that it was not aligned with the standards in social students, math or science.
- At least two of the schools implemented the Summit curriculum without the agreement of the School-Based Decision-making Council, made up of parents, teachers and the principal, in violation of Kentucky law 160.345. Nor was the curriculum approved or given a waiver by the State Textbook Commission or the state Digital Learning team.
- Principals entered into contracts with Summit without the approval of the Boone district superintendent or school board, contrary to Kentucky law.
- The decision to disclose personal student data to Summit was illegal once parental consent was no longer required, as Summit employees could not be defined as “school officials” under Kentucky law: “It appears that, to satisfy Kentucky law, the release or disclosure of records, reports, or identifiable information on students to Summit requires parental or eligible student consent.”
- Finally, Summit’s open-ended permission to share data with additional third parties and for unspecified uses appears to conflict with Kentucky law 365.734 , which restricts the use of personal student data by a “cloud computing service provider” such as that employed by the Summit program.
Here are the observations of Chicago public school parents whose children were assigned the Summit platform last year:
“It feels like badly designed computer programs are now teaching my children.” (6th/8th grade parent.)
“We are not having a good experience either, my kid hates it. Seriously considering a move.” (7th grade)
“[My kid] broke down last night in a very sad way. I’ve never seen him like I did. He finally said he was very stressed because of PLP [Summit’s Personalized Learning Platform].” (6th grade)
“Kids are playing games and listening to music instead of interacting … during small group discussion time. … looking at screens instead of making eye contact – you know, one of the critical elements to learning. Teacher pulls only 5-7 students for individual one-on-one mentoring during ELA block – most of which takes place with both teacher and kid looking at Chromebook screen.”
“Probably the biggest issue I have with implementation is that there isn’t enough $$. Our school got a grant for $280K, a condition of which is that we use this program. [The grant was provided by the Gates Foundation through an organization called LEAP Innovations.] As of January, we still didn’t have the money, yet they pulled at least two teachers out the classroom to become instructional coaches. Class sizes went up, quality of instruction went down, and my older kid is drowning. My 6th grader has NO choice, and she has moved from a kid who liked learning new things to a kid who views school as a 7-hour daily chore. “
An Ohio student wrote: “I don’t like basecamp. I want to be taught by a teacher like I used to be. Staring at the computer all day gives me a headache and then I lose interest in doing my work. I don’t like having to watch videos and take notes all day. …. I like a teacher to teach me. I am a hands-on learner and I don’t feel like I learned anything with Basecamp.”
Laura Gladish, a parent in Ohio, told her son’s story:
My son was in 6th grade at Mayer Middle School for the 2016-2017 school year. He came out of 5th grade an honor student, also receiving the Presidential Award. He loved school and always did very well until 6th grade. In the beginning of the year he came home and said that I needed to sign this paper so that he could do his schoolwork. … I called the school and was told that if I didn’t he wouldn’t be able to stay in school since this was the new program that the district was using. I was shocked that I was being told this from a public school. So I reluctantly signed the form.
Within weeks my son started coming home from school upset and didn’t want to go to school. He said that he didn’t like being taught by a computer and sitting in front of a computer watching videos and taking notes all day. He was basically in charge of his own education at the age of 12.
I called the counselor and was assured that the kids were being taught by the teachers; they were only reinforcing what the teacher already taught in class and taking tests on the computer. My son kept telling me that wasn’t true; they sat in front of the computer all day and if they didn’t finish they were expected to go home and work on the computer longer …
So I called for a meeting with all of his teachers. They told me that the kids needed to learn how to manage their time and stay on task. They were expected to watch a video and take detailed notes. Then they ask the teacher to check their notes and if the teacher felt they were ready they would open the test for them, only on Fridays, and they could use their notes to take the test. I said to them, then what exactly are they actually learning if they are taking tests with notes? How to take notes? I was told no they are learning from repetition. If they fail the test they can re-watch the video and take more notes and retake the test. They can keep doing this until they pass. But by doing this they also fall behind because you can’t move on until you pass the test.
By October my son was falling behind and hated school. I was so frustrated I called the superintendent for a meeting… I asked him that if there are kids who are not doing well with platform learning, and since this was a public school, there should be a choice to use basecamp or not. And there should be regular classes available to my son. I was told there was no option, this is it. He also told me that they chose the Summit learning platform because no one can fail and this program will raise the district test scores.
So I called the state board of education to ask my question. If my son attends a public school how come I can’t opt him out of a program he wasn’t doing well with. I was told that there is nothing I can do and that the districts can teach however they want and the State only steps in when the state test scores fall below average.
After Christmas break I had had enough and I pulled my son out and he’s enrolled in an online school. He had more one-on-one teacher time with the online school then he did at Mayer Middle School. He ended the year with all A’s and one B. I want to see Summit basecamp out of all public schools.
Finally, below is a letter I received last June from Colleen Faile, a parent in Fairview Park City, Ohio, reprinted in full, with her permission:
My school district (Fairview Park High and Lewis Mayer Middle) DOES NOT listen, care, acknowledge complaints or even consider parent input. If they do not need parental consent it will most likely make their lives easier having to deal less with us the parents.
The district has lied from the initial presentation of Summit….one week prior to the start of school and has continued to lie, manipulate, cover up and blatantly ignore any parent with concerns.
They have embarrassed my daughter for stating truthful facts and attempting to find a resolution for the lack of care or attention they provide her as an A student. She completed half of the year’s assessments for world history last Thursday. 8 assessments in 1 day! One day to complete a semester of work! Her mentor met with her one time ALL YEAR! School ends June 8th! Every week she sends he weekly update…We have experimented since December and each week she has no goals and nothing to work on. Nobody cares, nobody reads it, nobody holds her accountable.
I am in the process of collecting signatures to take to the board demanding Summit be removed instead of expanded. They made a deal with Apple to change from Chromebooks to MacBook Airs in 6-12….a three-year $1.5 million dollar contract. Yet we have math classes at 30+ kids and one teacher using the PLP all working at their own pace…and the teacher is able to help everyone?! Sitting in on these classes makes me sick; who can learn…especially math in this environment?
Summit will be in 6-8 grades and 9 and 10th next year. They also wanted to expand to 5th grade next year… the teachers won that battle…but we all know it is temporary. Our teachers cannot speak up or the district will bully them.
This program is a disaster in so many ways. Our children are NOT RECEIVING AN EDUCATION! …
Anyone that has not dealt with this program first hand as a teacher, parent, student or observer really needs to make an unannounced visit to one of their schools. Words do no justice to explain the disgust one feels when they realize that the kids being exposed to this will be the ones that ultimately pay the price. “
Meanwhile, an even more intense PR campaign has begun by the Chan-Zuckerberg Initiative to expand the use of the Summit program.
In a Facebook post on March 13, 2017, Jim Shelton signaled that CZI would continue to push for even more schools and, especially, individual teachers to adopt the platform: “Over the course of this year, we’ll begin work on a free online tool called the Summit Learning Platform, which empowers teachers to customize instruction to meet their students’ individual needs and interests….We could not be more excited by the platform’s potential.”
In a TED talk the following month, Shelton claimed that when students are logged into the platform, “their level of engagement and motivation goes up…The fact that the first word that comes to mind when students think of high school is ‘boring’ is our fault, not theirs.”
And in an article in the fall issue of Education Next, Joanne Jacobs further promoted the use of the Summit platform, in glowing terms.
Parents, beware of Summit Learning Platform. Fight back as if your child’s privacy and education depend on it; because they do. You can also reach out to the Parent Coalition for Student Privacy at firstname.lastname@example.org with your questions and concerns.
Each spring, thousands of edtech entrepreneurs, and advocates funded by the edtech industry, descend upon Austin’s SXSWEdu conference to promote their products and publicize their point of view. For example, it’s where Bill Gates launched inBloom Inc. in 2013, to push the expansion of data-mining student personal information and online learning. Rarely do you bump into any classroom teachers, parent leaders or grassroots education activists attending, much less find one on stage. We hope to change that in 2018.
Please help us by voting for our panel proposal “Shielding data privacy & resisting online learning.” Our speakers include Leonie Haimson, co-chair of our Parent Coalition for Student Privacy who helped lead the fight against inBloom Inc., attorney and privacy activist Bradley Shear, who has proposed an annual National Student Data Deletion Day, research associate Faith Boninger, who has written extensively on privacy for the National Education Policy Center, and Badass Teachers Association (BATS) Executive Director Marla Kilfoyle. The BATs NEA Caucus supported, and pushed for, several pro-privacy and anti-online learning resolutions that were adopted at the recent NEA Representative Assembly. For more information about our proposal, click here or visit http://panelpicker.sxsw.com/
To submit your vote:
1. Simply fill out this form.
2. Sign in and select “PANELPICKER.”
3. Search for our panel name “Shielding data privacy & resisting online learning.”
4. Click on “Vote Up.”
The more votes we get, the better our chances of being selected – so please vote today and ask your friends to vote too! The voting window closes Friday, August 25th.
In spring of 2013, Bill Gates took the stage at SXSWEdu to unveil inBloom, his foundation’s $100 million student data collection project which was being piloted in nine states and school districts across the nation. inBloom surfaced in every corner of the conference that year with parties, meet-ups, and a code-a-thon where cash “bounties” were awarded to teams who developed the best apps using the inBloom data store.
At the same time, parents whose children’s data was going to be ensnared in the project were raising their voices in opposition – concerned about how inBloom threatened student privacy and could accelerate the use of online learning. After considerable parental backlash, inBloom shuttered its doors in 2014. Shortly after, parents involved in the fight formed the Parent Coalition for Student Privacy.
Since then, student data privacy has gained national attention and SXSWEdu has featured countless workshops and presentations on the subject – including on the reasons for inBloom’s demise, without inviting a single parent involved in the fight to explain their opposition. We want to change that next year by going directly to the belly of the beast, and inviting others who are active in the resistance movement on the ground to protect student privacy and prevent the expansion of online learning to join with us. You can help by casting your vote in support of our panel here!