An academic-labor historian considers whether the day’s actions will strengthen adjuncts’ hopes for improving their working conditions.
New classroom methods and platforms present difficulties for students who are deaf or blind.
The Senate education committee’s Republican chair is eager to reduce the "staggering" toll, but Democratic lawmakers and consumer advocates call for a cautious approach to regulatory relief.
A global network of fraudulent online universities is using high-pressure sales tactics and phony scholarships to extract money from students who end up with worthless degrees.
Several years ago, Carmen — a single, widowed parent — immigrated from Mexico to California to create a better life for herself and her two-year-old son. When she arrived in the U.S., she spoke very little English. She enrolled in ESL classes at New Haven Adult School and then went on to earn her GED. But Carmen soon realized that she needed to acquire more skills in order to find a job that paid a living wage. While working part-time, maintaining a home and raising her children, Carmen went on to earn her Adult Education Teaching Credential. She eventually completed her Bachelor of Arts degree. Today, Carmen is a computer skills instructor at New Haven Adult School, where she inspires ESL students to achieve their most ambitious education and career goals, just as she did.
Carmen’s story illustrates the importance of supporting low-skilled adults who are working hard to support their families. Last year, approximately 1,300 school districts and 370 partner organizations invested $231 million in federal resources and $614 million in state resources for foundation skills training.
While these investments are critical, unfortunately, they are not enough. The international Survey of Adult Skills showed an alarming 36 million American adults have low literacy skills. Since the survey’s release, ED has been hard at work to create a solution at the federal level. Congress also took action, passing the Workforce Innovation and Opportunity Act (WIOA) in July 2014, refocusing federal workforce development, adult education, and vocational rehabilitation systems to prepare adults for 21st century work. The Vice President’s office coordinated the Ready to Work job-driven training agenda. Most recently, the President announced the Upskill America initiative to enlist employers in this effort.
But there is still more that needs to be done. The Making Skills Everyone’s Business report, released today, emphasizes that addressing the challenge of adult skill development must be a shared responsibility.
Because the negative effects of low skills ripple through society and the economy, improving the education and skills of adult learners can pay substantial dividends for individuals and families, businesses and communities.
This report lays out seven strategies for establishing convenient, effective, high-quality learning opportunities. It challenges those of us in education to work more closely with employers to prepare students for in-demand jobs with advancement potential. It challenges employers to work more closely with educators to ensure effective training programs that lead to meaningful skill development. And it calls for making career pathways available and accessible everywhere, an effort that will be aided by the implementation of WIOA.
Importantly, this report recognizes the persistent gaps among learners of different races and abilities. As a nation, we must face the fact that achievement gaps, fueled by opportunity gaps, do not close on their own. Rather, they continue to fester and grow, contributing to inequality and unfairness, a widening income gap and inter-generational poverty that threaten our economic and civic prosperity. Educators must reach out to community- and faith-based institutions and employers to design new and scale up promising models that provide youth and adults with skill development and job opportunities.
Ted Mitchell is the U.S. Under Secretary of Education and Johan E. Uvin is Acting Assistant Secretary of the Office of Career, Technical, and Adult Education at the U.S. Department of Education.
The question looms as negotiators gather to hash out a plan to expand the most-generous federal student-loan repayment option to more borrowers.
A newly updated interactive chart shows six-year graduation outcomes of nearly 2.7 million first-time, degree-seeking students who entered college in the fall of 2008.
We believe that every child should receive a strong education that prepares him or her for success in college, careers, and life.
It shouldn’t matter what a child looks like, how much his or her parent makes, or what zip code they live in; all students should be given the same opportunity and resources to achieve. However, because our country has long used local property taxes to fund schools, school funding is not spent at equal levels.
“In today’s world, we have to equip all our kids with an education that prepares them for success, regardless of what they look like, or how much their parents make, or the zip code they live in.” – President Obama
According to our latest data, students from low-income families in 23 states are being shortchanged when it comes to state and local education funding. In these states, districts serving the highest percentage of students from low-income families are spending fewer state and local dollars per pupil than districts that have fewer students in poverty.
Twenty states also have school districts that spend fewer state and local dollars on districts with a high percentage of minority students, than they do on districts with fewer minority students.
Our recent numbers looks specifically at spending inequalities between school districts, but we also know that in too many places, the spending problems are made worse by inequalities in spending between schools within districts. That’s why we need to close the “comparability loophole” in the Elementary and Secondary Education Act (ESEA) – to be sure that districts start with a level playing field so federal dollars go to their intended purpose of providing additional support for students who need it most.
Educators know that low-income students need extra resources and support to succeed, and the good news is that nothing is preventing states from correcting course and ensuring that all students are prepared to succeed. In fact, states like Indiana, Minnesota, New Jersey, and North Dakota are allocating money in a more equitable manner to help all students prepare for college and careers.
All of us have a role to play when it comes to ensuring that students from low-income families aren’t shortchanged. At the federal level, we’re ready to work with Congress to close the federal loophole that allows districts to allocate funds inequitably.
Recently, Secretary of Education Arne Duncan laid out his vision for a new Elementary and Secondary Education Act, including the idea that opportunity for every child needs to be part of our national conscience.
First Lady Michelle Obama and Secretary Arne Duncan sat down recently with Don Francisco, the renowned host of Univision’s longest-running TV show, Sábado Gigante, to discuss the importance of filling out the FAFSA. The message is simple: ¡Estudia, Hay Dinero! or, There’s Money to Study!
Students and parents filled a classroom at Northwestern High School in Hyattsville, Maryland, to hear the First Lady tell her story of achieving her dreams by going to college. The First Lady spoke of her experience as a first-generation college student whose parents offered lots of moral support and encouragement even though they had not gone to college themselves. She told the students, “I’m actually just like you. There’s no magic. It requires hard work”.
After the interview, parents and seniors gathered in the school’s computer lab to complete the FAFSA with the help of school counselors and staff from Federal Student Aid.
When talking to the students about their future goals, many were honest about their experience and even admitted that they messed up at the beginning of high school. They explained that they realized the importance of going to college because it’s key to a better future. One of those students said she wants to pursue a dream of becoming a fashion designer. She understands that in order to have a promising future, she needs to get a degree. With the support of her family and friends, she will graduate this spring and attend community college in the fall.
Both the First Lady and Secretary Duncan understand that parents may be nervous about their kids leaving home or may be apprehensive about completing the form. But they urged all the parents to encourage their kids to reach higher, to complete their educations, and to own their futures.
The Department has simplified the FAFSA, making it easier now for students and families to complete. It’s no secret that going to college is expensive, but like Secretary Duncan said, “It’s the best investment you could make.” In only twenty-five minutes a student and family can have access to the billions of dollars in federal aid the government offers towards education. It costs absolutely nothing to fill out the form, but can be the factor that helps a student achieve his or her dreams.
Remember: There’s money to study! If you or a student you know has not yet filled out the FAFSA, visit www.studentaid.gov to answer your questions and link you to the FAFSA. Congratulations to all of the students making the choice to Reach Higher!
Rahje Branch is the Reach Higher intern in the Office of the First Lady. She is a sophomore studying at Pepperdine University in Malibu, CA.
As a Classroom Teaching Ambassador Fellow, I have the unique opportunity to view education through two perspectives—first, as a teacher in metro Atlanta and, second, as an employee of the U.S. Department of Education. Having the privilege to serve in this dual capacity comes with a great responsibility to question what I see every day in education and to share my truth.
With the proposed reauthorization for the nation’s education law—the Elementary and Secondary Education Act (ESEA)—moving at light-speed in the world of policy, it left me wondering what my ESEA looks like.
ESEA was introduced in 1965, but most people know the law by the name it received in 2001 when it was updated—we call that renewal the No Child Left Behind Act. There are two proposals to create a new ESEA in Congress right now—a bill from Congressman John Kline and a discussion draft of a bill from Senator Lamar Alexander. They are similar, and they have enormous implications for teachers.
I wonder what would happen if lawmakers had the courage to ask the people in the trenches what their ESEA would look like. Novel idea, right?
What are the thoughts of those educators who, day-in and day-out, cross thresholds into buildings where impressionable young minds are nurtured and supported? How would this law impact the people who spend hours pouring care, sowing seeds of inspiration, and imparting knowledge into our future leaders?
I wonder what would happen if lawmakers asked how teachers feel about the need for higher expectations. I wonder if they know my true feelings about rigorous, college- and career-ready academic standards and what it would look like if all of us stayed the course long enough to see results before cutting ties.
I wonder what would happen if we had the ability to leave the “this too shall pass” mentality behind and focus on results for kids. I wonder if policymakers think about the investment that states and districts have made—with taxpayer dollars—to try to implement standards that will catapult our students into a realm where they can easily compete with any student, anywhere. Imagine that.
My school is one where some students are homeless, and the attendance zone includes children who come from three drug rehabilitation centers as well as transitional housing centers. I wonder what would happen if my school was faced with losing Title I funds, which come from ESEA. The House bill on Capitol Hill right now cuts funding for education.
If we lost resources, would that mean that the extra teachers—who my principal hires to reduce class sizes and provide more concentrated interventions to our most vulnerable students—would be eliminated? The students with the greatest needs should receive the most resources. This is a simple truth.
I wonder, as a teacher and a parent, should high-quality early childhood education for all children be a luxury or the norm? Countless amounts of research show that the return on investment for early learning is huge. Yet, the benefits of providing all our children with access to quality early learning is yet to be realized in this country, and I wonder if proposals in Congress do enough to expand preschool opportunity.
All of these things matter. These are the reasons that I get up at 5:30 every morning to drive to Dunwoody Springs Elementary School. These are the reasons that I applied to be a Teaching Ambassador Fellow at the Department of Education. These things represent my colleagues, my students, and my own two beautiful, brown baby boys.
But I am just one voice, so we need to hear from you too. Tell us what your ESEA looks like. How does it affect you, your school, your class, or your child:[contact-form-7]
ESEA reauthorization impacts us all. I hope that policymakers and others who are central to this effort will listen to educators, and what they hope will be in their version of a new ESEA—a law that takes into account their experiences, their truths, and that expands opportunity to all children.
Patrice Dawkins-Jackson is Teaching Ambassador Fellow who continues to serve from Dunwoody Springs Elementary School in Sandy Springs, GA.
Declining student demand and a weak job market have turned up the pressure on law schools. Blake Morant, dean of the George Washington University Law School and president of the Association of American Law Schools, describes some of the things they are doing about it.
They have similar policies, but variation among them can make a real difference in what students will pay.
James T. Harris III will lead the University of San Diego, and Colleen M. Hanycz will be the first woman to lead La Salle University.
Members of underrepresented minorities are likelier to step away from academe even after earning Ph.D.'s, research shows.
At Stanford, scholars turn the tools of modern social science toward the study of life in ancient Greece.
Michael D. Ellzey has leadership experience in the public and private sector, but he is neither a historian nor an archivist.
The Rev. Jerry Falwell’s experiment is getting harder to ignore.