I explain that the public expects journalists to tell the truth. For example, the Society of Professional Journalists publishes a set of ethical codes

I firmly believe that it’s every teacher’s job to prepare students to become knowledgeable, productive 21st-century citizens.

And teachers have to create a classroom experience where students feel comfortable talking about political issues

First and foremost, media literacy helps students become wiser consumers of media as well as responsible producers of their own media.

For teachers, they can play a significant role in helping students understand the differences in media outlets, the messages they receive and ethical methods for producing their own media.

Studies have shown that the average person is exposed to 10,000 “brand” marketing messages a day, according to the American Marketing Association

Russell added that “a backup is vital” and that “if districts are not backing up correctly, they will never be able to recover” from an attack.

“So even though everything was still being snapshot and backed up, we realized that some of those systems, if they were to shut down, or if they would have been infected the wrong way, wouldn’t have gotten the last couple snapshots that we needed to recover,” Russell said.

Districts cannot fight off the hacker hordes alone.

Eileen Belastock is director of technology and information at Nauset Public Schools in Massachusetts.

Other best practices

Once the team determined that they had stopped the ransomware, the district focused on restoring weeks’ and months’ worth of data from offline and cloud-based backup systems. I

hackers use malicious software to encrypt districts’ data

“spear phishing”

hese cyberattacks impacted taxpayers, district staff, and students, leading to school closures, millions of dollars stolen, and data breaches linked to identity theft and credit-card fraud.

affected

According to the Consortium for School Networking’s 2019 K–12 IT Leadership Survey Report, rather “than focusing on corporate targets, which are devoting increased resources to cyber defenses,” hackers are turning to “more vulnerable sectors such as school districts, universities, and nonprofits.”

but exist in a milieu not necessarily attuned to the threat of attack

I feel like if that would have been running, or something would have been running better, it probably would have stopped it even sooner, and we would have had fewer servers to restore,” reflected Russell.

might

sometimes

How Cyberattacks Happen: Phishing and Distributed Denial-of-Service Attacks

Monroe-Woodbury Central School District

Thwarted Ransomware Attacks: Case Studies

Last updated January 11, 2022

Cyberattacks are targeting school districts. How can schools respond to keep data and systems secure? By Eileen Belastock

“Our Biggest Nightmare Is Here”

Eileen Belastock

Summary

Table 3: Variance components of the null model

Table 2: Descriptive Statistics for Sample (n=7,805)

Table 1: Summary of predictors of community college outcomes based on Wang (2009)

This shift, viewed as “new vocationalism” by Bragg (2001) and Lynch (2000), “emphasizes the importance of the two-year associate degree, certification, or advancement in employment and higher-wage careers, and transfer to four-year colleges and universities” (Bragg & Ruud, 2007, p.2). A number of high schools “adopted the vocational and academic integration ideas into their curriculum through programs like career academies, programs of study, and tech prep” (Kamalludeen, 2012, p.27). Since the implementation of such programs, there has been some research on the implications of this integrated curriculum trend. Plank, DeLuca, and Estacion (2008) suggested that CTE

Heck, Thomas, and Tabata (2012) explain that grand mean centering “re-centers the individual’s standing on the predictor against the mean for the predictor in the sample. For example, if the sample mean for employee attitude were 5.4, an individual on the grand mean would have her or his score rescaled to 0.”

“the lower were their enrollment rates over this 8-year period" (p. 53)

(Bettinger & Long, 2005; Bragg, 2001; Cohen & Brawer, 2008; Horn & Skomsvold, 2011)

(Arum & Shavit, 1995; Castellano, Stringfield & Stone, 2003; Cellini, 2006; DeLuca, Plank, Estacion, 2006; Fletcher & Zirkle, 2009; Lichtenberger & Dietrich, 2012; Plank, DeLuca & Estacion, 2008)

(2008)

effect

Results

baccalaureate attainment

η1ij = log(π1ij/πCij) = β0j(1) η2ij = log(π2ij/πCij) = β0j(2) η3ij = log(π3ij/πCij) = β0j(3) η4ij = log(π4ij/πCij) = β0j(4)

We then calculated the interclass correlation (ICC) to describe the proportion of the variability in two-year outcomes that lies between schools. This is achieved using the following equation:

Our first step was to test whether differences in two-year college outcomes vary across high schools.

Wang (2009) proposed a comprehensive framework of postsecondary educational outcomes for community college transfer students.

We examine the effect of CTE participation among a random sample of students from the Illinois high school graduating class of 2003 who transitioned to community colleges the fall semester of 2003.

thus appears more relevant

as one might expect

either just as likely or more likely

possible

Race

Predicting Community College Outcomes: Does High School CTE Participation Have a Significant Effect?

Gender

Precollege Characteristics

Abstract

Authors: Cecile Dietrich , Radford University About Cecile Cecile Dietrich is an Applied Statistician at Radford University School of Nursing, RadfordUniversity, Radford, VA. X close Eric Lichtenberger, Illinois Board of Higher Education About Eric Eric Lichtenberger is Deputy Director of Information Systems and Technology at IllinoisBoard of Higher Education, Springfield, IL. X close Rosemaliza Kamalludeen