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students

Students embark on their 14-mile cycle from the school to DFDS North Shields before their trip to Amsterdam

March 24, 2022 (Global News Distribution) -

The journey will begin on March 27th with the children and their teachers cycling their bikes the 14-mile route from West Denton Primary school to the DFDS terminal in North shields with the aim that their trip has as little environmental impact as possible. Prior to the ferry journey to Amsterdam, the children will have the opportunity to meet the crew and the Captain of the ship and enjoy food that will be cooked for them from Amsterdam. This unique experience has been made possible with the help of DFDS, who are the sponsors of the first part of the trip.

Robert Bately, Commercial Head onboard King Seaways said: “We’re delighted to be welcoming this school group onboard to experience life at sea before spending time in a school in The Netherlands. Once our customers step onboard their experience begins and it is a pleasure to contribute to the cultural experiences of the local school children.”

https://www.westdenton.newcastle.sch.uk/

West Denton Primary school’s trip is part of the UK government’s Turing scheme which aims to provide funding for post Brexit international opportunities in education.

Mick MingStones, Head Teacher at WDPS said: “We wanted to give WDPS students the opportunity to compare their own lifestyles with those of Dutch counterparts. The Dutch lifestyle is outdoors-focused and cycling is part of their daily routine. So, by showing our children how making healthy choices can impact positively on all aspects of a person’s life, we hope to be able to encourage our students to make even more positive choices when they return to Newcastle.”

In preparation for their trip, the pupils were treated to a talk with Olympian and Commonwealth Gold Medallist in Cycling Joe Waugh.

The aim of the trip is to allow year five and six students to experience first-hand a different lifestyle to their own and to contribute to their international understanding and holistic growth. Learning and working side by side with Dutch pupils will widen WDPS students’ understanding of opportunities to study, travel, work and live in Holland and other European countries. WDPS is hoping to forge a symbiotic long-term international relationship between the two schools and also to create an online ‘Life Manual’ which the children will contribute to and use on their life journeys.

Media Contact
Jackie Marston
jackie@jamprintsmarketing.co.uk
07736113825

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Improving School for Transgender and Nonbinary Students

March 24, 2022 (Global News Distribution) -

Key New NEPC Policy Brief Takeaway: Brief suggests processes and frameworks to improve school policy and practice for all youth.

Transgender and nonbinary (collectively referred to here as “trans”) students are ill-served by most school environments. They experience challenges trying to navigate institutions that, at best, are poorly designed to support them and that often work against them. Although some districts and states have developed laws and policies to improve students’ experiences, many are either ill-conceived, ineffectively implemented, or reinforce restrictive and inflexible structures regulating gender.

This issue is examined in depth in a new NEPC policy brief, Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps Toward a Promising Future, authored by Elizabeth J. Meyer and Bethy Leonardi of the University of Colorado Boulder, and Harper B. Keenan of University of British Columbia.

State legislation, district policies, federal regulation, and court opinions have created an inconsistent and confusing patchwork of vulnerability and protections. The Equal Protection Clause of the U.S. Constitution has been held by federal courts to provide some protection. But Title IX, the federal law that prohibits discrimination “on the basis of sex” in educational institutions, has had—under different presidential administrations—radically different guidance and enforcement regarding transgender students since 2010. Meanwhile, in 2016 and again in 2021-22, a wave of anti-trans legislation surged in many states, with bills proposed to exclude transgender youth from appropriate bathroom facilities, sports participation, accessing healthcare, and updating legal documents to reflect their self-determined gender.

A powerful body of research demonstrates the harms such discriminatory legislation causes and what measures can improve students’ experiences in schools. This research, if heeded, can inform more effective laws, policies, and implementation efforts for trans students to thrive in school. At the same time, the authors of this new brief explain that such useful laws and policies are insufficient to create conditions under which trans youth are likely to succeed.

Meyer, Leonardi, and Keenan conclude with recommendations for policy and practice to create spaces in which trans youth can thrive in school. The recommendations are multifaceted and differ from traditional policy recommendations in that they do not focus only on law and policy as the primary drivers of system transformation. Rather, they emphasize the power of grassroots community organizing as a way of propelling change. They also offer questions for policy actors to consider as they develop and implement policies and advocate for improving conditions for trans youth.

The new brief’s authors explain that they have two goals. First, to provide support for policy development and implementation, and second, to suggest processes and frameworks to improve school policy and practice for all youth. In doing so, they offer recommendations for federal, state, and local policy, and for implementation efforts at the local level.

Find Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps Toward a Promising Future, by Elizabeth J. Meyer, Bethy Leonardi, and Harper B. Keenan, at:
http://nepc.colorado.edu/publication/transgender

This policy brief was made possible in part by the support of the Great Lakes Center for Education Research and Practice (greatlakescenter.org).

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: https://nepc.colorado.edu

Contact Author

MICHELLE RENÉE VALLADARES

National Education Policy Center
(720) 505-1958

ELIZABETH J. MEYER

University of Colorado Boulder
(303) 735-3029

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Stetson University Students to Perform Annually at Carnegie Hall

March 18, 2022 (Global News Distribution) -

The Stetson University School of Music is pleased to announce the first annual “Stetson at Carnegie Hall Chamber Music and Solo Competition” to take place on Oct. 2, 2022. Winners will be featured in a performance at Carnegie’s Weill Recital Hall in New York City on March 3, 2023.

The Stetson University School of Music is pleased to announce the first annual “Stetson at Carnegie Hall Chamber Music and Solo Competition” to take place on Oct. 2, 2022. Winners will be featured in a performance at Carnegie’s Weill Recital Hall in New York City on March 3, 2023.

Current Stetson music students, both chamber ensembles and soloists, will have the opportunity to audition for a slot on the concert in New York City. The competition will be adjudicated by a panel of internationally acclaimed artists in the historic Lee Chapel on the DeLand campus of Stetson University. Jamie Clark, D.M.A, assistant professor of cello and coordinator of chamber music, is coordinating the competition and performance.

“An opportunity to perform in one of the most prestigious concert halls in the nation is truly a once-in-a-lifetime experience for any undergraduate student,” said Lynn Musco, D.M.A, professor of clarinet and coordinator of woodwinds. “The musical and personal growth is indescribable.”

“Participating in this competition will challenge us to reach new levels of musicianship in order to perform at an outstanding level,” added current Stetson student Olivia Corporon, violinist in the Barron String Quartet.

“The professional development and experiential learning activities that music students experience during their residency at Stetson are incomparable,” commented Washington Garcia, D.M.A, dean of the Stetson School of Music. “Students attending our programs have access to unique academic and artistic opportunities focused on student-centeredness and community engagement.”

Ticket sales to attend the performance will soon be open to the entire community.

For more information, please contact Jamie Clark, D.M.A, assistant professor of cello and coordinator of chamber music, at jclark15@stetson.edu.

About Stetson University School of Music
Stetson’s School of Music (http://www.stetson.edu/music) is an exclusively undergraduate program known for its excellence, depth and a long-standing reputation for the quality of its education. The school offers BM, BME and BA degrees in performance, music education, music theory, composition and outside-field areas. Recent graduates of the School of Music are found on the stages of the world’s great opera houses, they hold leadership positions in major symphony orchestras, they are faculty members of the most prestigious colleges and universities throughout the nation, and they gain admission to distinguished graduate programs in the United States and Europe.

About Stetson University
Founded in 1883, Stetson University is the oldest private university in Central Florida. Stetson focuses on intense learning experiences in a supportive community that allows students to develop their voice in a connected, inclusive environment. Stetson ranks in the top five on U.S. News & World Report’s list of Best Regional Universities (South) and is consistently recognized as one of The Princeton Review’s Best Colleges. Stay connected with Stetson on social media.

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Growing Number of States Link Assessment to Instruction With MetaMetrics’ Lexile and Quantile Measures

February 9, 2022 (Global News Distribution) -

California, Illinois and New Hampshire now report actionable measures for improving student outcomes

As educators around the country strive to provide new tools for using assessment results to inform teaching and learning, California, Illinois and New Hampshire are the latest additions to the growing number of states that report Lexile® and Quantile® measures. Nearly 10 million additional students will now receive MetaMetrics’® scores from their annual end-of-grade state tests.

The Lexile and Quantile Frameworks place both the student and instructional material on the same scale to match the learner with reading and math resources at each student’s ability level. When students receive Lexile and Quantile measures from a state assessment, their test scores become more actionable, allowing teachers and parents to link assessment to instruction. Today 22 U.S. states and many countries around the world report the measures from their end-of-grade assessments.

“Now – more than ever before – teachers need support as they work with students to build reading and math abilities,” said Malbert Smith, CEO and co-founder, MetaMetrics. “We are excited to welcome California, Illinois and New Hampshire to the family of states around the country who are providing their teachers, students and families with access to our measures for improving student achievement.

More details of the implementation of Lexiles and Quantiles in the three new states follow:

  • California: California students in grades 3-8 and 11 began receiving Lexile and Quantile measures linked to the Smarter Balanced Summative Assessments for English language arts/literacy and math for the 2021 spring administration as part of the California Assessment of Student Performance and Progress (CAASPP) System. The California Department of Education implements the CAASPP System with ETS as the assessment service provider.
  • Illinois: Beginning in the spring of 2022, Illinois students now receive Lexile and Quantile measures from the Illinois Assessment of Readiness (IAR) assesses progress of students in grades 3-8. Illinois’ assessment was developed in collaboration with the education and assessment company Pearson.
  • New Hampshire: New Hampshire students in grades 3-8 began receiving Lexile and Quantile measures from the state’s interim and formative assessments in the spring of 2021.

In addition to Lexile and Quantile measures, educators in all three states now have Premium membership access to the Lexile & Quantile Hub. The Hub is an online platform that provides teachers with tools for using the measures with their students, including instructional and planning resources, including a career database, book search, text analyzer, academic word lists, math skills database and more.

About MetaMetrics
MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile) with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work is increasingly recognized for its research-based approach to improving learning. For more information, visit metametricsinc.com.

Contact Author

LISA A WOLFE

MetaMetrics
3129538085

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Teachers Mitigate Reading Learning Loss for Millions of Students With MetaMetrics’ Lexile Measures From Acadience Learning K-6

February 1, 2022 (Global News Distribution) -

Learners around the country receive Lexiles from Acadience Learning, including in New York City Public Schools and the state of Utah

As teachers around the country continue to implement strategies to mitigate learning loss increased by the disruption of the COVID-19 pandemic, many now have powerful data for linking assessment to instruction as the result of a new partnership between MetaMetrics and Acadience Learning. The two leading education research organizations collaborated on a study that correlated the Acadience Reading K-6 (previously known as DIBELS Next) scores with MetaMetrics’ Lexile® measures, creating a composite score on the Lexile scale that all students taking Acadience Learning’s assessments receive.

The Lexile® Framework for Reading places both the student and instructional material on the same scale to match the learner with reading materials at their ability level. Acadience Reading K–6 is a universal screening and progress monitoring assessment that measures the acquisition of early literacy skills from kindergarten through sixth grade.

“In an Acadience classroom, all students take our assessments three times a year so that teachers can measure their reading development milestones and differentiate instruction to meet learning needs,” said Alisa Dorman,CEO and President, Acadience Learning. “By linking our scores with Lexile measures, teachers have data that will help them improve outcomes by matching students to reading materials based on their ability level.”

Millions of children around the country receive Lexile measures from Acadience Learning, ranging from K-6 students in New York City Public Schools to Utah’s nearly 356,000 K-6 students.

“The efforts of Utah teachers during the disruption of the COVID-19 pandemic have been heroic, but, like other states around the country, we still saw dramatic increases in learning loss across all grade levels, with first graders showing the largest decrease in English/language arts scores,” said Darin Nielsen, the state’s assistant superintendent of student learning.

Using Lexile measures from Acadience Learning, teachers will now have a powerful tool for using assessment to inform instruction and connecting students with reading materials that will help them grow their abilities and get back on track.

“With most schools having returned to their ‘normal’ schedules, educators continue to be faced with the unprecedented challenge of mitigating learning loss brought on by the unanticipated impact of the pandemic,” said Malbert Smith, CEO and co-founder of MetaMetrics. “Through our partnership with Acadience Learning, many more teachers will have access to Lexile scores to support their dedicated efforts to accelerate reading development for their students.”

About Acadience Learning

Acadience Learning is dedicated to providing leadership in the field of education. We aim to support educators by conducting high-quality research, developing innovative assessment solutions, creating practical educational tools, and delivering comprehensive professional development opportunities in order to help improve student, teacher and school outcomes. For more information, visit http://www.acadiencelearning.org.

About MetaMetrics
MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile) with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work is increasingly recognized for its research-based approach to improving learning. For more information, visit metametricsinc.com.

Contact Author

LISA WOLFE

MetaMetrics
3129538085

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Embry-Riddle Awarded $3,875,000 for Cybersecurity Scholarships for Students

January 24, 2022 (Global News Distribution) -

The National Science Foundation (NSF) has awarded Embry-Riddle more than $3.8 million to be granted to cybersecurity students in the form of scholarships over the next five years.

“Embry-Riddle has this unique capability in the safety-critical domain of aviation and aerospace cybersecurity,” said Dr. Radu Babiceanu, professor in the Department of Electrical Engineering and Computer Science and principal investigator on the NSF-sponsored project. “Our students have the opportunity to really make a significant difference in the cybersecurity of transportation, as well as of satellite data and radar systems.”

As home to the Center for Aerospace Resilience (CAR), “Embry-Riddle is well-positioned to advance national and state goals for minimizing cybersecurity risks to aviation and commercial space enterprise by building workforce capacity,” said University President P. Barry Butler, Ph.D. “We are honored to be entrusted with this NSF grant, which will allow us to prepare future cybersecurity leaders.”

TWENTY FULL-RIDE SCHOLARSHIPS

The grant to Embry-Riddle, supported by NSF’s CyberCorps Scholarship for Service program, is intended to address an urgent need for highly skilled cybersecurity professionals, especially in government agencies. Twenty scholarship recipients, 16 undergraduates and four graduate students, will receive full tuition and fees to attend Embry-Riddle, plus stipends, for up to two years, and will agree to work in cybersecurity for federal, state, local or tribal governments for the same duration as their scholarship support after graduation. The recipients will gain hands-on experience using state-of-the-art equipment in CAR facilities.

“As cyber threats continue to evolve in complexity, so must our approaches to cybersecurity education and our workforce,” said Sethuraman Panchanathan, director of the NSF, in an announcement from the agency. “The cybersecurity talent shortage remains a critical issue in the United States, with businesses and government agencies alike struggling to fill critical cybersecurity positions.”

The project proposed by Embry-Riddle, which was one of eight chosen by the NSF to receive funding, is designed to recruit a diverse group of scholarship recipients, offering them “a supportive environment for them to flourish through effective mentorship, well-developed curriculum, student involvement activities, and research experiences leading to their graduation and successful placement,” according to the project abstract. It will involve Embry-Riddle’s Daytona Beach, Florida, and Prescott, Arizona, campuses, Babiceanu said, selecting scholarship recipients “from the best of our diverse group of applicants from both campuses.”

Co-principal investigators include associate professor Dr. Keith Garfield and assistant professor Dr. Omar Ochoa, from the Daytona Beach Campus; as well as Dr. Krishna Sampigethaya, chair and associate professor of the Department of Cyber Intelligence and Security; and Dr. Jon Haass, professor in the Department of Cyber Intelligence and Security, both from Prescott.

The award to Embry-Riddle demonstrates its excellence in the aviation and aerospace cybersecurity realm, said Remzi Seker, Embry-Riddle’s associate provost for research.

Embry-Riddle Aeronautical University this week joined a national effort to build aviation and aerospace cybersecurity after being selected by the National Science Foundation (NSF) to receive $3,875,000 that will be awarded in scholarships to students in cybersecurity programs over the next five years.
“The Center for Aerospace Resilience was established to coordinate Embry-Riddle’s efforts related to aviation and aerospace cybersecurity,” said Seker. “This award is a testament to the quality of research performed by the faculty members affiliated with CAR, as well as Embry-Riddle’s commitment to meeting the national need for cybersecurity professionals who can improve the cyber resilience of aviation and aerospace systems.”

“We want to thank the State of Florida for providing Embry-Riddle with support as we pursued this grant, including the Governor and Congressman Michael Waltz and his team,” Butler added. “This project will be critical to Florida’s future, innovation and high-paying jobs.”

Contact Author

GINGER PINHOLSTER

Embry-Riddle Aeronautical University
(386) 226-4811

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Honoring the Legacy of Dr. Martin Luther King, Jr. Through Student Scholarships

January 11, 2022 (Global News Distribution) -

North Carolina Nonprofit’s 37th Annual MLK Memorial Banquet Raises Money For Local Student Scholarships In Honor Of Dr. Martin Luther King, Jr.

On Sunday, January 16, 2022, the MLK University/Community Planning Corporation hosts the 37th annual Martin Luther King Jr. Celebration to award high school seniors scholarships to attend college. This year’s event is a virtual live stream, reflecting Dr. King’s determination to carry on the work of education and empowerment in spite of all obstacles including the pandemic.

Beginning at 6 pm EST, the evening will highlight the work of the organization, feature prominent community speakers, musical selections and showcase a variety of award winners. In addition, the evening’s keynote speaker will be Dr. Elmira Mangum, CEO of EM Plus 3, LLC. A North Carolina native, Dr. Mangum is a former president of Florida A&M University, the first woman ever to serve in that office. The Master of Ceremonies will be Bishop L. Gene Hatley, Chairman of the Board of Directors of the MLK University/Community Planning Corporation.

The annual MLK Memorial Banquet is a crucial source of funding for the organization’s MLK/Edith Wiggins Scholarship Fund. Each scholarship extends $1,000-$1,500 to each recipient, with the goal of funding 15 to 20 renewable scholarships each year, awarded to Orange County high school seniors on the basis of financial need.

These ambitious and life-changing goals are achievable only through strong community support. Sponsorships for this year’s event are still available, from corporate sponsorships at varying levels through suggested individual donations, with options available for support suitable to any
budget.

“Since 1995, we have given over $320,000 in scholarships to deserving high school seniors to open up the world of possibilities that higher education affords. The ongoing value of this work, which continues to expand over the lifetime of each young person who is chosen to participate, is a worthy reflection of the goals of Dr. King.”, expressed Bishop Hatley.

Ticket sales for the virtual event will go directly to help fund additional MLK/Edith Wiggins Scholarships. Since 1995, the MLK University/Community Planning Corporation, a nonprofit corporation with Federal Tax Exempt status under section 501 (c)(3) of the Internal revenue Code of 1986 and corresponding provisions, has embarked on a fundraising campaign to endow the MLK Scholarship Fund at $250,000. To date, the organization has raised approximately one-half of that goal.

To learn more, explore sponsorship opportunities, and purchase tickets for this event, please visit the 2022 MLK Memorial Banquet website.

Kendra Moody
Creative Allies
kendra@creativeallies.com

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World’s First Student-Led Global Event on Mental Health & Climate Change

October 9, 2021 (Global News Distribution) -

Students take their future into their own hands by uniting artists, leaders, experts, and activists to discuss The Impact of Climate Change On Mental Health.

In light of the recent IPCC report on the human impacts of climate change, the upcoming G20 climate summit and COP26, the London based organisation World Citizen Artists (WCA) is empowering students to organise a ground-breaking global event in partnership with the World Federation for Mental Health, artists, university associations, and nonprofit organisations.

The two-day online global event is sponsored by World Citizen Artists (WCA), Bristol Students Union, and S&P Global. It will kick off on Saturday November 6th at 2pm on Hopin. The lineup includes panel discussions where students, experts, leaders, activists, and TED speakers will discuss the impact of climate change on people’s psychological well-being.

“Climate change and mental health are global challenges we all face. Empowering the new generation with real-world experience and knowledge means empowering our future. Artists from our community are very supportive of the next generation and it’s been amazing to see students, creatives, leaders, experts and activists getting together to share their common goals. This shows the world can come together no matter what our differences. We should give a chance to the next generation, and help them succeed” – says Valerie Won Lee, founder of WCA.

“At S&P Global, we have witnessed first-hand a growing concern among organisations and investors about the impacts of climate change, with ‘climate anxiety’ presenting a growing threat to mental health”, says Michael Wilkins, Senior Research Fellow, Sustainable Finance at S&P Global Ratings. “To combat this, education is key. This is why we are proud to sponsor this year’s World Citizen Society Global Event, which looks to arm the new generation with the tools and support necessary to cope with change.”

Panelists include Elizabeth Wathuti, Kenyan environmental and climate activist and founder of the Green Generation Initiative. The organisation has planted 30,000 tree seedlings in Kenya. Multi-millionaire tycoon and founder of the World Toilet Organisation, Jack Sim will also be joining one of the panel discussions along with Oxford and Bristol students, as will Claire Gao Pei, climate, sustainability, and energy Representative of the Y20, U.S. delegation to the G20 Youth Summit.

Miss Environment Africa Nazarene University 2021, Fionah Njeri will be joining the interview with international Maori Artist George Nuku.

Musicians, including Colombian artist Marta Gomez, will be performing at the event, using their creative talents to give voice to the challenges humanity is facing.

The event will also offer virtual face to face networking opportunities and discussions on climate change and mental health, and there will be a students’ chill out lounge and an artists’ lounge. The aim is to encourage interaction and constructive debate so that students can learn more about real-world experience from professionals, artists, and activists — and reflect on their role and action when it comes to changing our future.

“As a student at the university of Bristol, I have been volunteering for WCA (on the event) for eight months now. Within this space of time, I’ve learned the leadership skills that I’ve sought elsewhere, but not found. I have willingly been pushed outside of my comfort zone, and have learned the communication skills required in situations I will find myself in for the rest of my working life. I’ve connected with the individuals who have founded the organisations responsible for social change. This has made me realise that all it takes is the courage and motivation to speak up, to create big things. With the skills that I’ve acquired, I now feel empowered with the knowledge that I’m able to fight for social justice” – says Emelye Goult, WCA sponsorship coordinator

Event tickets: https://hopin.com/events/the-impact-of-climate-change-on-mental-health
Early Bird Ticket: Free
Public Ticket: $39
Student Ticket: $5
Artists Ticket: $5
Inclusive Ticket: $5

Tilda Hadley
World Citizen Artists
7840688381 ext.
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Copyleaks Inc.’s Global Study of 1,200 Students Reveals a Drastic 141% Increase in Plagiarism and Academic Dishonesty

August 20, 2021 (Global News Distribution) -

Key resulting factors include global lockdowns and transitioning to online learning caused by COVID-19

Copyleaks Inc., a leading AI and machine learning-powered plagiarism detection platform, today announced the results of its study of 1,209 students from across the globe, which found alarming increases in plagiarism brought on by the impacts of COVID-19. The report, generated via a detailed analytical assessment of millions of datasets from both pre (2019-2020) and during (2020-2021) COVID-19 periods, displays the startling effects of the global lockdowns on academic integrity.

Copyleaks helps educational institutions and students worldwide effectively minimize academic dishonesty through its advanced plagiarism detection platform, which integrates with the Institution’s choice of Learning Management System. Once integrated, educators can check student work right from within their ecosystem.

“We were hearing concerns from our University partners and members of the pedagogical community about the rising number of academic dishonesty cases across their Institutions as the global pandemic took hold,” said Alon Yamin, CEO and Co-founder of Copyleaks. “These conversations only continue to grow. As a company that works really hard to improve academic integrity standards across the globe, we felt we had the moral obligation to research the data from the submissions of thousands of students and share the outcomes with the world, all while maintaining student confidentiality and anonymity of data,” Yamin added.

The study found that since educational institutions worldwide embraced the fully online learning model in April 2020, an average of 49.6% of the work from all papers submitted by students was plagiarized.

While plagiarism in student submissions increased globally, the effect of COVID-19 induced lockdowns is more evident in some countries than others. Most of Europe and Australia saw a marginal rise in plagiarism in student assignments. France had the highest result with 124% change, followed by Australia at 122%, the UK at 119%, and Germany at 116%. In contrast, countries like Brazil and India that experiences prolonged COVID-19 lockdowns and limited technological infrastructure availability saw a more significant change in academic dishonesty, 147% and 144%, respectively.

The data from the study also shows that this past year students were found exhibiting a unique boldness in their dishonest approaches. They went beyond typical plagiarizing patterns, turning to very naive methods such as copying word-for-word. Quantitatively, the amount of plagiarism in student work grew substantially, where the identical match content was reported to have increased by 39%, alongside a 31% growth in the paraphrased content.

Historically, plagiarism in Higher Education has been a persistent problem, but with high schools also turning to remote learning, increases in the K-12 level were captured as well. High school student submissions had an average plagiarism rise of 43%, which was much higher when compared to the average 29% increase in submissions from undergraduate students.

“There is a growing need to reduce plagiarism in academia, more so now and in second and third world countries, where plagiarism was not an actively discussed topic prior to COVID-19,” Yamin continued.

***

A copy of the Copyleaks’ bi-annual media report containing the outcomes of this study can also be obtained from Copyleaks’ media page. In addition, any media questions can be directed to media@copyleaks.com, and sales queries can be sent to sales@copyleaks.com.

Copyleaks is available for academic institutions either through the Copyleaks plagiarism detection website or the LMS app directories.

About Copyleaks:
Copyleaks is an AI and machine learning-powered plagiarism detection platform that identifies and tracks plagiarized content online. Through advanced algorithms, the Copyleaks plagiarism detection platform searches content on billions of web pages, online knowledgebases, subscription-only journals, private repositories, internal databases and, some password-protected sites, and ultimately provides comprehensive and accurate results of similar content, including paraphrased content, in 100+ human languages, as well as 20+ programming languages and source code. Copyleaks provides a complete solution for Education and Businesses, including an AI-based grading platform for large volumes of essays and the ability to detect if source code has been copied with the Codeleaks tool. Copyleaks is available for educational institutes of all sizes, from private and public K-12 schools, universities, and other academic institutions.

Contact Author

ANMOL KUMAR

Copyleaks
6462703367

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International School of Broward Announces School Open House for Prospective Students on June 26, 2021

June 19, 2021 (Global News Distribution) -

Highly-rated International School of Broward, a tuition-free public charter school will be hosting the event on its campus for all prospective students in 6th – 12th grades

International School of Broward (ISB) is excited to announce an open house for prospective students to be hosted on its campus in Hollywood, FL from 11am to 3pm on June 26th. The event will provide prospective students an opportunity to tour the campus, meet teachers and learn more about why ISB is one of the leading schools in Florida. In addition to learning about the school, prospective students will have an opportunity to win prizes, enjoy snacks and beverages and participate in fun events.

“We are very excited to host prospective students and show them all that our school has to offer,“ said the school’s Principal, Dr. Crawford, “This past year has been challenging for many students and we believe our small class sizes, robust academics and extensive extracurriculars provide students with a fresh approach to learning that is engaging and fun.”

How to Register

Families interested in attending ISB’s school fair can register by visiting the school’s website: https://www.isbcharterschool.org and clicking on the registration link.

About International School of Broward

International School of Broward is a comprehensive secondary school serving grades 6-12. As a free public charter school, ISB provides the advanced tech, drama, STEM, sports and clubs. We offer AP and honors courses, dual enrollment in college courses, and a host of other opportunities for students to gain a rich global education. We offer French immersion programming and our students can take Spanish and Mandarin foreign language classes, too. Join the bilingual revolution! Join the International School of Broward. Enrolling today!

Contact Author

BEN SCANDLEN
MGM Academy
+1 7032547029

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