U.S. Department of Education Blog

The consensus is in: High-quality preschool provides our country’s children with the social, emotional and academic skills needed for school skills. This is also the message that individuals and organizations across the country are highlighting today as part of the national Early Learning Day of Action. Bringing attention to high-quality early learning in important because not only do these programs help close the school readiness gap, but they place our children in the best position possible to succeed in school and in life.

In this new video below, educators provide personal testimony on how high-quality early learning positively affected their students. The teachers speak passionately about how students who had access to pre-K were ahead of their peers socially and academically. (You’ll also hear some early learners talk about why they like preschool.) Watch and listen for yourself:

Click here for an alternate version of the video with an accessible player.

Read about President Obama’s proposal to dramatically increase access to high-quality preschool and expand early learning and support services for infants, toddlers and families. You can also see how the proposal would affect your state by checking out these state-by-state fact sheets.

Cameron Brenchley is director of digital strategy at the U.S. Department of Education

The Department of Education (ED) is the place where you can explore your interests in education policy research and analysis, or intergovernmental relations and public affairs, or even work with social media while learning about the role Federal Government plays in education.

If the above appeals to you, then an internship at ED may be right for you. Not only will an internship at ED provide an opportunity to learn first-hand about federal education policy while developing a variety of other skills, including writing, researching, communication and time-management skills, but interns also participate in group intern events, such as brownbag lunches with ED officials, movie nights and local tours. One of the many advantages to an ED internship is the proximity to some of the most historic and celebrated sites in our nation’s capital, all accessible by walking or taking the metro.

ED is accepting applications for Fall 2013, starting June 1st through July 15th. If you are interested in interning for the upcoming fall term, there are three materials you must send before being considered for an interview:

1. A cover letter summarizing why you wish to work at ED and stating your previous experiences in the line of education, if any. Include here what particular offices interest you, keeping in mind that due to the volume of applications received, you may not be awarded with your first-choice office upon acceptance.
2. An updated resume.
3. A completed copy of the Intern Application.

Once these three documents are finalized, prospective interns should send them in one email to StudentInterns@ed.gov with the subject line formatted as follows: Last Name, First Name: Fall Intern Application.

(Note: For candidates also interested in applying specifically to the Office of General Counsel (OGC), please see application requirements here)

An internship at ED is one of the best ways a student can learn about education policy and working in the civil service, but it is not limited to this. Your internship at ED is where you will develop crucial workplace skills that will help you in whatever career path you choose, and it is also where you will meet fellow students like yourself, who share your passions for education, learning, and engagement.

Click here for more information or to get started on your application today.

De’Rell Bonner works in ED’s Office of Communications and Outreach

Every parent wants their child to have opportunities for lifelong success – and that starts with getting kids off to a strong start. All of our nation’s students deserve a chance to compete on a level playing field, but too many children – especially those from disadvantaged communities – start kindergarten already behind.

We know expanding high-quality early learning opportunities is simply one of the best investments we can make as a country, and President Obama has proposed to dramatically increase access to high-quality preschool and expand early learning and support services for infants, toddlers and families.

Today, the White House released state-by-state fact sheets, outlining what states could expect to receive in federal funding to expand these early learning initiatives in their states.

The President’s proposal builds upon the strong work already done by states across the country.  Governors from states as diverse as Hawaii, Indiana, Kentucky, Massachusetts, Michigan, Missouri, Ohio, Vermont, and West Virginia all called for expanded access to preschool to more 4-year-olds.  These state leaders – regardless of party affiliation – recognize that early learning helps prepare young children for educational success, provides crucial support for families, and ultimately strengthens our nation’s economy.

The White House fact sheets explain how the President’s plan will:

• provide high-quality preschool for all 4 year olds,
• invest in high-quality infant and toddler early learning and development and
• expand effective parent and family supports.

These investments – financed through a mixture of federal funding and a partnership with states – will help close America’s school readiness gap and ensure that children enter kindergarten ready to succeed.

The benefits of investing in early education are well-documented. Research has shown that high-quality early learning programs and services improve young children’s health, social-emotional, and cognitive outcomes; enhance school readiness; and help close the school readiness gaps that exist between children with high needs and their peers.

President Obama understands that the stubborn opportunity gap that confronts far too many American children and limits their life chances often begins before they even enter school kindergarten.

Together these investments can continue to close achievement gaps, provide life transforming opportunities for children, and strengthen and build a thriving middle class.

Read how the President’s plan would increase access to high-quality early childhood education in your state.

Cameron French is the deputy press secretary at the U.S. Department of Education

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“Families want the chance to achieve the American Dream and to pass the baton of opportunity to their children” – Mayor Julián Castro, who spoke about his Pre-K 4 SA early childhood initiative.

During our recent visit to San Antonio, we had the opportunity to learn how community organizations and schools are working together to engage families in education.

We heard from San Antonio Mayor Julian Castro how the community has rallied to support the expansion of pre-kindergarten education.  In November, San Antonio residents approved funding for Pre-K for San Antonio that will provide over 22,000 four year olds with high-quality pre-K.  President Obama has put forth a “Preschool for All” proposal in his Fiscal Year 2014 budget, which calls for a partnership with states in making access to high-quality early learning a reality for every four-year-old in America. Studies prove that children who have rich early learning experiences are better prepared to thrive in school.

We joined a family engagement convening hosted by the W.K. Kellogg Foundation, and we were able to see first-hand the work of two-generation approaches to education development at AVANCE and the Intercultural Development Research Association.

During our visit to the Eastside Promise Neighborhood we learned how family and community engagement efforts being led by the United Way of San Antonio and Bexar County are moving forward the three goals of Together for Tomorrow:

• They are laying the groundwork by dedicating staff and volunteers to cultivate and sustain partnerships;
• They are focusing on the ABCs, Attendance, Behavior, Course Performance, and College Access through things like parent volunteers doing visits to homes when students are repeatedly absent; and
• They are celebrating and inspiring families and community members to get involved through events that are organized and executed by parents.

We also organized a community discussion to share about Together for Tomorrow, to learn more about local promising practices and examples of school-family partnerships, and to gather feedback to shape the Department’s family engagement efforts.  Hedy Chang from Attendance Works joined us to announce a new toolkit, Bringing Attendance Home: Engaging Parents in Preventing Chronic Absence

The event was live streamed and the video is available here. We were joined by our partners, the National Center for Family Literacy, and will be working with them over the coming months to deepen our family and community engagement efforts with Together for Tomorrow.

Brenda Girton-Mitchell is director of the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education

Today, a group of over 300 business leaders representing 44 states signed a letter calling on President Obama and Congress to invest in early learning programs. These CEOs, chambers of commerce and business roundtables represent large companies like Delta Airlines and PNC Financial Services Group and smaller companies like Scope View Strategic Advantage in Charlotte, NC and C.H. Briggs Company in Reading, PA. Regardless of their location, size or scope of business, all agreed on one thing; investing in early childhood education is the right thing to do for our nation’s children.

“We rarely have the luxury,” their letter says, “of making business investment decisions with as much evidence as we have to support the economic value of investing in early care and education.”

Earlier this year, President Obama put forth a “Preschool for All” proposal in his Fiscal Year 2014 budget, and the Department is currently seeking input from stakeholders on the president’s plan for the federal government to partner with states in making access to high-quality early learning a reality for every four-year-old in America.

The President’s proposal is for a deficit-neutral investment of $75 billion over 10 years to create new partnerships with states to provide high-quality preschool for all 4-year olds. An additional $750 million will provide competitive grants to states to strengthen their early learning systems. Combined, the proposal will raise the quality of all early learning programs and will align current investments, including home visitation, creating a birth to age 5 pipeline of services and support that prepares children for kindergarten and beyond.

This plan is entirely consistent with the business leaders’ declaration that, “Early care and education is not a partisan issue. It is an American competitiveness issue that impacts all of us,” and with their support for the adoption of policies that “give all children the chance to fulfill their potential and create the best workforce and economy in the world.”

Studies prove that children who have rich early learning experiences are better prepared to thrive in school. And because behavioral skills highly valued by employers, such as self-discipline, persistence and cooperation, start in the youngest years and last a lifetime, President Obama and Secretary Duncan agree that quality early childhood programs have a significant and positive impact on the American workforce, customer base, economy and nation we need in a 21st century environment.

For more information and to read the full text of the letter, please visit: www.readynation.org/signatories-business-letter

Cameron French is the Deputy Press Secretary at the U.S. Department of Education

Recently, President Obama delivered the commencement speech for the 2013 graduating class of Morehouse College, a historically black college in Atlanta, Georgia.

The President, a longtime supporter of Historically Black Colleges and Universities (HBCU) chose to deliver this commencement address at Morehouse because of its rich history and legacy of graduating generations of leaders including Maynard Jackson, Julian Bond, Shelton “Spike” Lee, and the Reverend Dr. Martin Luther King, Jr. Institutions like Morehouse, play an important role in producing skilled college graduates and reaching President Obama’s ambitious goal for the United States to lead the world in number of college graduates by 2020.

In his commencement address, President Obama spoke of the values necessary for the graduates of Morehouse to succeed in the 21st century global economy. He discussed individual and collective responsibilities for Morehouse men, who are advocates and holders of the “power of example”. President Obama encouraged the graduates to use their power for “something larger than yourself.”

President Obama stated:

“Whatever success I have achieved, whatever positions of leadership I’ve held, have depended less on Ivy League degrees or SAT scores or GPAs, and have instead been due to that sense of connection and empathy, the special obligation I felt, as a black man like you, to help those who need it most; people who didn’t have the opportunities that I had—because there, but for the grace of God, go I. I might have been in their shoes. I might have been in prison. I might have been unemployed. I might not have been able to support a family. And that motivates me…”

The President used these words and his entire speech to outline the important steps all graduates must make as they enter the workforce and begin their contribution to the larger society. The overarching message was simple and familiar; we are all in this together.

The Morehouse graduate of today is the role model of tomorrow. The President remarked that the graduates before him were part of, “A legacy of leaders—not just in our black community, but in our broader American community.”

The message the President communicated was important for graduates and students around the country to hear. They heard the leader of our country deliver a personal account of how the choices he has made over his lifetime have impacted his ability to succeed. Through the President’s leadership, to make college more affordable and strengthen standards across the educational spectrum, today’s college graduates are able to enter the workplace prepared for a global marketplace and will continue to succeed at changing negative stereotypes and addressing critical global challenges.

Andrew Edghill is a senior at Savannah State University majoring in Political Science. He is currently a summer 2013 Intern with the White House Initiative on Educational Excellence for African Americans.

Recently, First Lady Michelle Obama delivered a passionate speech to 600 graduates and several thousand supporters at the historically black, Bowie State University (BSU) commencement ceremony, in Maryland.

After being awarded an Honorary Doctorate of Law from BSU, Mrs. Obama spoke to the graduates about their perseverance. She called upon a communal responsibility to serve and support others, making it very clear that our lives depend on the fight to educate ourselves and our youth for future generations to come.

“More than 150 years after the Emancipation Proclamation, more than 50 years after the end of ‘separate but equal,’ when it comes to getting an education, too many of our young people just can’t be bothered. Today, instead of walking miles every day to school, they’re sitting on couches for hours playing video games, watching TV. Instead of dreaming of being a teacher or a lawyer or a business leader, they’re fantasizing about being a baller or a rapper. Recognizing that there is still so much work to do the First Lady acknowledged that today, one in three African American students drop out of high school, and only one and five African Americans between the ages of 25 and 29 have received a college degree. The President has worked alongside Education Secretary Arne Duncan to help reverse this trend. Since the year 2000, the number of students attending “dropout” factories has been reduced by a million and the number of African American students enrolling in college has grown nearly 10%.

Citing abolitionist Frederick Douglas, First Lady Michelle Obama reiterated his point that “education means emancipation. It means light and liberty. It means the uplifting of the soul of man into the glorious light of the truth, the only light by which men can be free.” This is a message that helps to guide President Obama’s ambitious goal for America to have highest proportion of college graduates in the world by 2020.

One of the summer interns in our office, a student at Howard University, had the opportunity to witness the First Lady’s speech and said it “more than just words. She encouraged young African American students, at all institutions to make education—educating ourselves and others in our community—a priority.”

The First Lady charged the 2013 graduating class to continue the legacy of Bowie State’s founders who viewed education as “freedom… political empowerment… [an opportunity] to articulate an informed opinion.” Both the President and the First Lady recognize that these graduates are the most recent examples of excellence.

Daion Stanford is a Junior Administration and Justice student at Howard University. She is currently a Summer Intern with the White House Initiative on Educational Excellence for African Americans.

May 17 marked the 59th anniversary of the landmark Supreme Court decision of Brown v. Board of Education, which unanimously held that the segregation of children in public schools violated the Fourteenth Amendment. The court found that segregated schools were in violation because they provided unequal opportunities, negatively impacting poor and minority students relegated to under resourced schools.

This decision upheld the spirit of the Declaration of Independence and the founding principles of our country—that all individuals deserve an equal opportunity “…We hold these truths to be self-evident, that all men are created equal…” notes the opening passage of the Declaration. “With certain unalienable Rights… Life, Liberty, and the pursuit of Happiness…” Fundamental to the quest of life, liberty, and the pursuit of happiness is the chance to receive an excellent education—the foundation needed to achieve and succeed in our society.

Brown v. Board of Education was an attempt to correct the unfortunate inequalities that have existed since our country was founded centuries ago. Since then we have looked to cases like Brown and legislation such as the Civil Rights Act of 1964 to level the playing field and recognize each of us not as black, brown, white or other but simply as Americans.

Since stepping into office President Obama has charged us all to work towards a country that is “more fair, more just, and more equal for every single child of God.” This has been recently evident in his “Preschool for All” proposal which calls on the Administration to partner with states in making access to high-quality early learning a reality for every four-year-old in America. A zip code should never predetermine the quality of any child’s educational opportunities. Yet studies show that children from low-income families are less likely to have access to high-quality early education, and less likely to enter school prepared to thrive in school.

Nearly 60 years since the Brown v. Board of Education decision, however, African American students continue to lack equal access to a high quality education and still lag far behind their white peers in reading and math proficiency, high school graduation rates, and college completion.

While much work has already been done to ensure all students, have a high quality education, there is still much more work to do and we are making improvements. A decade ago, 2.6 million students attended so-called, “dropout factories”. Today, there are a million fewer students attending these chronically failing schools.

At the President’s direction, The White House Initiative on Educational Excellence for African Americans is working to uplift the promise of Brown and is eagerly supporting the president’s continued commitment to investing in African American students, and the institutions and the individuals that educate them.

For more information please visit: http://www.ed.gov/edblogs/whieeaa/

Andrew Edghill is a Senior Political Science student at Savannah State University. He is currently a Summer Intern with the White House Initiative on Educational Excellence for African Americans.

As the national celebration of Teacher Appreciation Week has just reminded us, we must take time to continually acknowledge the many contributions from teachers to invest in our children, from cradle to career, to shape our country’s future as a global leader in education. Throughout the week, stakeholders, communities and schools found unique and meaningful ways to celebrate our nation’s top educators.

The U.S. Department of Education (ED) hosted a series of events, including a Google Hangout entitled, “Celebrating African American Teachers in the Classroom,” at Howard University in Washington, D.C. The panel, moderated by NBC anchor Tamron Hall, was comprised of African American educators from across the country and senior officials from the U.S. Department of Education. I had the pleasure of participating in this robust conversation, on topics ranging from quality early childhood education to effective partnerships with families, college readiness and the use of technology to support African American educational excellence.

This panel was notable not just for its use of social media to bring together a panel of passionate, well-informed education advocates, but because the entire panel of speakers was African American males, including two educators; Jemal Graham (7th-grade math—Eagle Academy for Young Men in Queens), and Wesley Baker (middle-school social studies—KIPP Truth Academy in Dallas), TX; two Department of Education officials including myself and Jim Shelton, assistant deputy secretary for innovation and improvement, and Dr. Ivory A. Toldson, Howard University, Department of Education.

Given that African American males only make up 2% of the teacher workforce, the participation of the two young male teachers spoke volumes—both about the importance of cultivating and supporting a workforce reflective of the students attending our nation’s public schools, about the work required to ensure we achieve that goal. The Administration will continue to partner with community leaders to improve teacher preparation programs and training a new generation of minority students, especially African American males, to teach in our nation’s public schools.

Dr. Toldson’s research counters a persistent myth about African American males, by showing that there are more than 600,000 more black men in college than in jail, and his work to strengthen the pipeline of minority male educators provided a framework for the panel to discuss some of the challenges and opportunities facing African American educators.

As teachers, Graham and Baker shared the creative ways they incorporate technology into their lessons and communication with parents and families.

Jim Shelton recognized that to be most effective, education funding must be targeted to programs and solutions that will serve the greatest number of students.

I stressed the importance of ensuring African American children have access to high quality early learning programs like those included in President Obama’s Fiscal Year 2014 budget request—including high-quality home visiting, child care, Early Head Start, Head Start and public preschool programs and services, for a total investment of over $90 billion over ten years.

While the panel could have continued for hours, what resonated the most was the fact that as a community, we must make a concerted effort to support our teachers and leaders, to volunteer, engage, contribute to efforts to ensure all of our children and youth have the skills and opportunities needed to succeed in the 21st century global workforce and build a stronger economy for American families.

Each of us must contribute if we are to meet President Obama’s ambitious goal of America again having the highest proportion of college graduates in the world by 2020. Community groups and faith-based organizations have a pivotal role, stakeholders need to have proactive conversations at home and at school, and resources need to be shared and allocated widely to have the greatest impact, especially for those most in need of support. Only by working together can we eradicate the opportunity gap that persists for too many of our children, so that all students receive an education that prepares them for higher learning and high-demand careers in our fast-changing economy.

Great teachers make great classrooms. So don’t wait until next year’s Teachers Appreciation Week to thank a teacher—thank a teacher right now. Our future is in not just in their hands but in all of ours: what will you do?

David J. Johns is the Executive Director of the White House Initiative on Educational Excellence for African Americans

This was originally posted on the White House Blog.

At a town hall meeting last week on school safety at the Classical Magnet School in Hartford, I got to hear firsthand how Connecticut is leading the nation in adopting common-sense solutions to reduce gun violence and improve school safety.

In the aftermath of the massacre at the Sandy Hook Elementary School last December, the courage and resilience of teachers, parents, children, and communities in the Newtown area has been nothing short of remarkable.

From Governor Dannel Malloy to state lawmakers to the members of the Sandy Hook Promise, the entire state worked together to pass comprehensive legislation to reduce gun violence.

Unlike here in Washington, Connecticut’s lawmakers didn’t defend the status quo or shrink from tackling difficult questions. With bipartisan support, they enacted a comprehensive law to help curb gun violence and mass shootings that does not infringe on the Second Amendment rights of law-abiding citizens to defend themselves and hunt.

Connecticut’s leaders have set an example of political courage that can teach a lot to Congress and the rest of the nation. At today’s town hall meeting, Governor Malloy talked about how he decided to press ahead for new gun violence prevention measures, despite fierce attacks from the NRA.

By contrast, in Washington, Congress has so far failed to take the sensible step of expanding the background check system to close loopholes that allow criminals and the mentally ill to buy guns.

Those loopholes make no sense—and 90 percent of the public backs expanding background checks. I hope that Congress soon takes up universal background checks again.

Both the state and federal government are lending a helping hand in the recovery of Newtown and surrounding communities affected by the violence at Sandy Hook. At today’s town hall, Governor Malloy and I announced two new grants to help in the recovery process.

Under Connecticut’s new Gun Violence Prevention and Children’s Safety Act, signed into law by Governor Malloy last month, Connecticut will provide $5 million to municipalities to boost school security.  State funding will go to schools with the most need—buildings with little or no security infrastructure in school districts that are struggling financially.

At the federal level, the U.S. Department of Education will provide a $1.3 million Project School Emergency Response to Violence (SERV) grant to the Newtown Public School District to assist the community in recovering from the shootings.

The Project SERV grant will help fund grief support groups for siblings who lost classmates, skill-based counseling for students suffering posttraumatic stress, security guards, an academic-booster summer session for students, and many other services.

Our efforts to assist the recovery of Newtown from this tragedy are only the beginning of the steps that our schools, communities, Congress, and our country must take to ensure our children grow up safe and free from fear.

Every community needs to appraise its values–and look at whether the community, parents, business leaders, faith-based leaders, political leaders, and schools are doing everything that they can to keep our nation’s children safe from harm.

This is a collective responsibility. None of us gets a pass. As a nation, we cannot “move on” and forget the pain and unbearable tragedy of 20 young children and six educators gunned down in an elementary school in a matter of minutes on December 14, 2012.

The students I talked with in Connecticut last week were bright, spirited, and eager to go on to college to get their degrees. They are the faces of the future. Our nation’s leaders, our parents and our educators owe it to them and to all our children to do everything in our power to make sure their dreams are not cut short by violence.

When it comes to repaying your federal student loans, there’s a lot to consider. But, by taking the time to understand the details of repayment, you can save yourself time and money. This should help you get started.

When do I begin repaying my federal student loans?

You don’t have to begin repaying most federal student loans until after you leave college or drop below half-time enrollment. Many federal student loans have a grace period. The grace period is a set period of time after you graduate, leave school, or drop below half-time enrollment before you must begin repaying your loan. The grace period gives you time to get financially settled and to select your repayment plan. Note that for most loans, interest will accrue during your grace period.

Your loan servicer or lender will provide you with a loan repayment schedule that states when your first payment is due, the number and frequency of payments, and the amount of each payment.

Whom do I pay?

The U.S. Department of Education uses several loan servicers to handle the billing and other services on federal student loans. Your loan servicer will work with you to choose a repayment plan and will assist you with other tasks related to your federal student loans. It is important to maintain contact with your loan servicer and keep your servicer informed of any changes to your address, email, or phone number.

How much do I need to pay?

Your bill will tell you how much to pay. Your payment (usually made monthly) depends on

• the type of loan you received,
• how much money you borrowed,
• the interest rate on your loan, and
• the repayment plan you choose.

You can use our repayment estimator to estimate your monthly payments under different repayment plans to determine which option is right for you. Just remember, if you would like to switch repayment plans, then you must contact your loan servicer.

What should I do if I’m having trouble making my student loan payments?

Contact your loan servicer as soon as possible. You may be able to change your repayment plan to one that will allow you to have a longer repayment period or to one that is based on your income. Also, ask your loan servicer about your options for a deferment or forbearance or loan consolidation.

Still have questions?

On the last Wednesday of each month at 5 p.m. Eastern time (ET), Federal Student Aid (@FAFSA) hosts #AskFAFSA Office Hours. This live Q&A session on Twitter gives you the opportunity to get your questions answered by the experts. This month, we’ll be focusing on student loan repayment. You can submit your questions and join the conversation using the hashtag #AskFAFSA. On Wednesday, May 29, at 5 p.m. ET, tune in during the live event for answers from our experts.

Keep in mind that your loan servicer is always the best place to go for assistance specific to your situation. If you have any questions, don’t hesitate to contact your loan servicer.

Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.

It’s been hard to come to terms with, but I need to face the facts: I’m not in college anymore. In fact, this spring marks two years since I graduated from college and went into repayment on my student loans. I know, not the most exciting thing in the world, but important. So while I don’t claim to be a student loan expert, I have learned a lot of lessons along the way, mostly through trial and error. In hopes that you won’t make the same mistakes I did, here are some things I wish I had known when I was graduating and getting ready to start repaying my student loans:

1. I should have kept track of what I was borrowing.

Let’s be real. When you take out student loans to help pay for college, it’s easy to forget that that money will eventually have to be paid back … with interest. The money just doesn’t seem real when you’re in college, and I didn’t do a good job of keeping track of what I was borrowing and how it was building up. When it was time to start repaying my loans, I was quite overwhelmed. I had different types of loans and different interest rates. When I did eventually see my loan balance, I was pretty surprised.

You can avoid this problem. Had I known there was a super easy way to keep track of how much you’ve borrowed in federal student loans, I would have been much better off. Just go to nslds.ed.gov, select “Financial Aid Review,” log in, and you can view all of your federal student loans in one place! How did I miss that?

2. I should have made interest payments while I was still in school.

If you’re anything like me, you probably consumed your fair share of instant noodles while trying to survive on a college student’s budget. Trust me, I get it. But one thing I really regret when it comes to my student loans is not paying interest while I was in school or during my grace period. Like I said, I was far from rich, but when I was in college, I did have a work-study job and waited tables on the side. I probably could have spared a few dollars each month to pay down some student loan interest. Remember, student loans are borrowed money that you have to repay with interest and more importantly, that interest may capitalize, or be added to your total balance. My advice: Even though you don’t have to, do yourself a favor and consider paying at least some of your student loan interest while you’re in school. It will save you money in the long run.

     3. I should have kept my loan servicer in the loop

If you’re getting ready to graduate or have graduated recently and haven’t heard from your loan servicer, make sure you check that your loan servicer has up-to-date contact info for you. When I graduated and moved into my first big-girl apartment, I forgot to change my address with my loan servicer. I found out that all of my student loan correspondence was going to my mom’s address. I hadn’t even thought to update my loan servicer with my new contact information. Don’t make the same mistake I did. Keep your servicer informed of address, email, and phone changes.

4. I should have figured out what my monthly loan payments were going to be BEFORE I went into repayment.

By the time my grace period was over, I had a decent idea of how much I had borrowed in total, but I had no idea what my monthly payments would be. I thought I was fine. I had started my new job and been paying rent and other bills for about six months. Then my grace period ended, and I got my first bill from my loan servicer. It was definitely an expense I hadn’t fully taken into account.

Don’t make the same mistake. Luckily for you, Federal Student Aid just launched a new repayment estimator that allows you to pull your federal student loan information in order to compare your monthly payments under different repayment options side by side. That way, you know what to expect and can budget accordingly … unlike me.

I’ll be the first to admit that this whole process can be a little overwhelming, especially when you’re new at it. But just remember, your loan servicer is there to help you. If you have questions or need advice, don’t hesitate to contact them.

Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.

The inspiration for Alma Miller to obtain her GED started with a simple statement from her youngest son: “Mom I challenge you to finish your GED.”

Attaining the GED would be no easy feat for this mother of four who dropped out of school when she was sixteen. Fortunately for Alma, her children stepped up and volunteered to tutor her in preparation for the exam.

Today, Alma Miller is a proud GED  recipient but most importantly, she’s an inspiration to her children, just as much as they are an inspiration to her.

Miller is one of eleven adult learners who recently met with Secretary Arne Duncan and Assistant Secretary for Vocational and Adult Education Brenda Dann-Messier at the Department of Education (ED) to share their stories and make recommendations on how ED can improve services offered to adult learners.

Dann-Messier acknowledged that these adults face many barriers to success in the labor market. Some of the barriers she cited were: a lack of a high school diploma, no postsecondary degree or training, and an inability to speak, read, and write English well.

Each of the adult learners at our recent meeting displayed a tremendous amount of courage in order to overcome the odds associated with returning to school as adults, but what is more laudable is the strength they found in their families and in support organizations.

“I was an honor roll student in high school, but I just kind of lost my way,” said Shamika Hall, the state vice-president for the Delaware Career Association.

Hall lost her sister to an act of senseless gun violence, a devastating tragedy that altered her life’s course. She credits her family and the James H. Grove Adult High School in Wilmington, Del., for helping her get back on track. Watch Hall tell her story below:

Click here for an alternate version of the video with an accessible player.

Secretary Duncan said that he was inspired by each of the adult learners resilience and tenacity. “It’s pretty remarkable to hear not just where you’ve been but how far you’ve come, and most importantly, where each of you are going,” he said.

Before the meeting concluded, Reuben Holguin, an ex-gang member and convicted felon, showed Secretary Duncan his inmate ID. He said that even though he acquired his GED, completed college courses and changed his life around, he will always carry his inmate ID with him to remind him just how far he’s come.

The adult learners who stopped by ED were in town to attend VALUEUSA’s National Adult Learner Leadership Institute, and Dann-Messier thanked VALUEUSA, the only national literacy organization governed and operated by current and former adult learners for helping to organize the meeting with Secretary Duncan.

This fall, the Organization for Economic Cooperation and Development will release the Program for the International Assessment of Adult Competencies (PIAAC). The goal of PIAAC is to assess and compare the basic skills and the broad range of competencies of adults ages 16-65 around the world. PIAAC covers 23 countries, including the United States. OECD will also release a country report specific to the U.S. to accompany the data release. The report will identify policy implications for improving the skills of adults in the U.S.

De’Rell Bonner works in ED’s Office of Communications and Outreach

Wolf Trap Teaching Artist Amanda Layton Whiteman integrates the arts with math in preschool classrooms as part of the Early STEM/Arts Program. (Photo by Scott Suchman, courtesy of the Wolf Trap Foundation for the Performing Arts.)

President Obama, in the 2013 State the Union address, challenged the country to move forward simultaneously on two key educational fronts — providing high-quality preschool for all four-year olds  and preparing a new generation of Americans in STEM (Science, Technology, Engineering, and Mathematics) subjects.  Teaching artists from the Wolf Trap Institute for Early Learning Through the Arts and preschool educators in the Fairfax County (Virginia) Public Schools, with support from the U.S. Department of Education, are developing an innovative approach to achieving both of these national goals.

The Early Childhood STEM Learning Through the Arts (Early STEM/Arts) is pioneering an innovative, research-based arts integration model for early childhood learning — one that supports math teaching and learning through active, arts-based experiences in pre-K and kindergarten classrooms.  Preschool teachers participating in the project receive professional development that enables them to apply arts-integrated lessons in their classrooms. Some report “a-ha!” moments as they work alongside Wolf Trap Teaching Artists such as Amanda Layton Whiteman (pictured above). “When I found out it was going to be math, I was saying, oh jeez, this is going to be hard,” said one teacher.  But after being involved with the artist and the arts-integrated approach, she “realized that math is everywhere.” And incorporating the arts into her everyday lessons “helps you reach every child.”

With the help of a $1.15 million Arts in Education Model Development and Dissemination grant from the Office of Innovation and Improvement (OII), the Early STEM/Arts program will disseminate evaluation results in early 2014. In the meantime, Wolf Trap Regional Programs in 16 locations nationally are gearing up to implement the new model in the 2013-14 school year.

Read OII’s “Wolf Trap Institute Unites the Arts and STEM in Early Childhood Learning” to hear more stories from those at the Wolf Trap Institute.

Federal student loans can be a great way to help pay for college or career school.  While you shouldn’t be afraid to take out federal student loans, you should be smart about it. Before you take out a loan, it’s important to understand that a loan is a legal obligation that you will be responsible for repaying with interest.

Here are some tips to help you become a responsible borrower.

1. Keep track of how much you’re borrowing. Think about how the amount of your loans will affect your future finances, and how much you can afford to repay. Your student loan payments should be only a small percentage of your salary after you graduate, so it’s important not to borrow more than you need. To view all of your federal student loan information in one place, go to nslds.ed.gov, select Financial Aid Review, and log in.
2. Research starting salaries in your field. Ask your school for starting salaries of recent graduates in your field of study to get an idea of how much you are likely to earn after you graduate. You can use the U.S. Department of Labor’s Occupational Outlook Handbook to estimate salaries for different careers or use a career search tool to research careers and view the average annual salary for each career.
3. Understand the terms of your loan and keep copies of your loan documents. When you sign your promissory note, you are agreeing to repay the loan according to the terms of the note even if you don’t complete your education, can’t get a job after you complete the program, or you didn’t like the education you received.
4. Make payments on time. You are required to pay the full amount required by your repayment plan, as partial payments do not fulfill your obligation to repay your student loan on time.  Find out more about student loan repayment, including when repayment starts, how to make your payment, repayment plan options, and more!
5. Keep in touch with your loan servicer. Notify your loan servicer when you graduate; withdraw from school; drop below half-time status; transfer to another school; or change your name, address, or Social Security number. You also should contact your servicer if you’re having trouble making your scheduled loan payments. Your servicer has several options available to help you keep your loan in good standing.

Remember, federal student loans are an investment in your future so invest wisely.

Tara Young is a communication analyst at the Department of Education’s office of Federal Student Aid

As part of Teacher Appreciation Week, Secretary Arne Duncan recognized Mr. Noah Geisel as the American Council on the Teaching of Foreign Languages (ACTFL) National Language Teacher of the Year. Mr. Geisel, a Spanish teacher at East High School in Denver, said his enthusiasm for teaching Spanish “comes from my love of language and culture, and belief that language learning and understanding of cultures are essential to my students’ futures.”

Secretary Duncan and Noah Geisel, the American Council on the Teaching of Foreign Languages (ACTFL) National Language Teacher of the Year

Secretary Duncan and the U.S. Department of Education share Mr. Geisel’s belief in the importance of foreign languages and global competencies to the future of our nation’s students and a key part of a world-class education. As Secretary Duncan has said, “to prosper economically and to improve relations with other countries, Americans need to read, speak and understand other languages.” And this is something that I have seen personally, both while working on the President’s National Security Staff and now leading our Office of International and Foreign Language Education here at the Department of Education.

In the months ahead, we look forward to working with foreign language teachers like Mr. Geisel across the country as we continue our Fulbright-Hays and Higher Education Title VI programs and encourage new partnerships between institutions of higher education and neighboring schools and communities.  For example, Language Resource Centers throughout the country provide materials and training for K-12 teachers, who then are equipped with the tools and additional knowledge to further world language learning at the K-12 level.

This is the kind of partnership that makes foreign language programs sustainable and develops the cradle-to-career pipeline that we need for foreign language competencies. Check out some of the opportunities offered by our International and Foreign Language Office, and be sure to sign up for our newsletter while there and please also send us your ideas and examples of the great partnerships you have developed to IFLE@ed.gov!

Clay Pell is deputy assistant secretary for International and Foreign Language Education

Today’s young people must graduate from high school with the skills necessary to succeed in the 21st century global economy.  And that certainly includes youth with disabilities.  To that end, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services and the U.S. Department of Labor’s Office of Disability Employment Policy are working closely together to create opportunities for youth with disabilities to graduate college and career ready.

Our economy demands a talented and diverse workforce.  President Obama has called on the Federal Government to hire an additional 100,000 workers with disabilities by 2015.  Senator Harkin joined with the U.S. Chamber of Commerce in setting a goal to increase the size of the disability workforce from under five million to six million by 2015.  Delaware’s Governor Markell, as Chair of the National Governor’s Association, has called on state governments to identify business partners who will work with them to develop strategic plans for the employment and retention of workers with disabilities.

We believe that all youth, including youth with disabilities, must graduate from high school with the knowledge and skills to be successful in the workforce. While in school, students with disabilities must be held to high expectations, participate in the general curriculum, be exposed to rigorous coursework, and have meaningful and relevant transition goals and services aligned to college- and career-ready standards. Research has shown that effective transition services are directly linked to better postsecondary outcomes for students with disabilities. Research also tells us that to flourish in the workplace youth with disabilities must also be provided with the opportunity to develop leadership skills, to engage in self-determination and career exploration, and to participate in paid work-based experiences while in high school.  With only 20.7 percent of working age people with disabilities participating in the labor force, compared to 68.8 percent of those without disabilities, we must do better!

That is why we’re currently hosting, in collaboration with the U.S. Department of Health and Human Services and U.S. Social Security Administration, the first-ever national online dialogue to help shape federal agency strategies for helping young people with disabilities successfully transition from school to work. We know that we cannot do this alone. To bring about lasting change, we need educators, service providers, disability advocates, policymakers, and youth with disabilities and their families to provide input. We want and need to hear from you!

Akin to a “virtual town hall,” this dialogue invites members of the public to help us learn what’s working, what’s not, and where change is needed, with particular focus on how various federal laws and regulations impact the ability of youth with disabilities to be successful in today’s global economy. This “Conversation for Change” started on May 13 and runs through May 27th. More than 2,000 people have participated, and we want you to join-in also! We encourage everyone who is interested in improving transition outcomes for youth with disabilities to contribute.

We hope you will lend your voice to our efforts to ensure inclusion, equity and opportunity on behalf of America’s youth with disabilities.

Join the online dialogue!

Michael Yudin is the acting assistant secretary of education for special education and rehabilitative services.  Kathy Martinez is the assistant secretary of labor for disability employment policy. 

So you took out a federal student loan and now it’s time to pay it back. I was in your exact position 2 years ago and even though I was working at Federal Student Aid, the student loan repayment process had me overwhelmed.

One of my first questions was: Why am I receiving federal student loan bills from a company rather than the U.S. Department of Education? If you have asked yourself a similar question, this may help:

What is a loan servicer?

A loan servicer is a company that handles the billing and other services on your federal student loans. So those bills you get in the mail? There is a good chance they are coming from a loan servicer on behalf of the U.S. Department of Education.

How do I find out who my loan servicer is?

To view information about all of the federal student loans you have received and to find contact information for your loan servicer, visit www.nslds.ed.gov and select “Financial Aid Review.” You will then be prompted to log in using your Federal Student Aid PIN, so make sure you have that handy.

Note: If you have multiple federal student loans, you may have more than one loan servicer, so make sure you click through each loan individually for information specific to that loan.

Why should I care?

There are lots of reasons you should care!  Among many other things, your loan servicer

• is the company you will make payments to;
• can help you choose or change your repayment plan;
• can help you learn about loan consolidation or your forgiveness, cancellation or discharge options; and can counsel you on ways to make your payments more affordable.

Moral of the story: Keep in contact with your loan servicer.

The student loan repayment process can be confusing, especially if you’re new at it, but your loan servicer is there to help. Make sure you stay in touch with them and use the resources they have available for you.

Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.

Teacher Deborah Apple leads her 11th-grade physiology class at San Francisco’s Wallenberg High School in an activity illustrating how rewards can affect behavior.

What inspires teachers, and how do they inspire students? ED’s regional officers found some common threads as they shadowed educators from coast to coast to celebrate Teacher Appreciation Week. From a teacher who found her calling while volunteering in Peru to the National Teachers Hall of Fame honoree who uses music to communicate difficult science concepts, the variety of teachers they met spanned all styles and subjects. All of the teachers, however, were united by their passion for their work and dedication to getting the best out of their students. Highlights are below:

• Thirty-year teaching veteran, Linda Krikorian of Milford, Mass., always finds something positive about the most challenging students: “I try not to leave anyone out; if not, the students fall through the cracks, and as a teacher you never want that to happen.”

  Paula Williams, Early Learning Teacher at Sheltering Arms Early Learning Center in Atlanta, reviews sight words with her students.

• Bradley Ashley, Technology Coordinator at NYC Lab School for Collaborative Studies, empowers his students to learn on their own: “I’m not very creative, but the kids are and I get the opportunity to show them ways to be creative. Like the teacher that can’t draw but provides the pen and paper.”
• Breanna Ratkevic, George B. Fine Elementary School, Pennsauken, N.J., credits a trip to Peru in which she volunteered with children as the reason she pursued the teaching profession: “This experience was so rewarding that I wanted to continue my desire to make a difference in the world.”
• Ninety-nine percent of Ella Davis’ students at Arabia Mountain High School in Lithonia, Ga., passed the Georgia High School Graduation Test. The school was also one of the first-ever U.S. Department of Education Green Ribbon Schools.
• Rachel Jones, 8th grade Science teacher at Brooks Middle School in Bolingbrook, Ill., realized she wanted to be a teacher after 9/11: “That tragedy caused me to take a look at my life and when I did I was not happy and wanted to do something more meaningful.”
• National Teachers Hall of Fame honoree, Beth Vernon of Blue Springs, Mo., has dedicated her career to finding the best possible medium to make classrooms more “brain compatible” in all STEM subjects.
• A team of hand-selected teachers in a brand new school, and a leader with deep community roots coupled with the structure of the STRIVE Preparatory Schools adds up to success for children of color living in poverty at Denver’s STRIVE  Prep SMART Academy.  “Our work does not belong to us,” said school director Antonio Vigil, “it belongs to our students and their families
• Students of Deborah Apple, 11th grade physiology teacher at Raoul Wallenberg Traditional High School, San Francisco, appreciate the way she uses fun and creative ways to turn every lesson into an adventure. “Ms. Apple keeps it real. She’s honest with us,” said one student.
• Barbara Isaacson, Head Start teacher at Lister Elementary School in Tacoma, Wash., summed up the week best with the following statement: “I love teaching, and feel there is no greater joy than to help a student learn something new for the first time and share in their excitement.”

The visits were a reminder of the indelible impact teachers have on students each and every day.   As Secretary Duncan said in a recent blog celebrating our nation’s teachers, “they astound me with what they accomplish…they do work that few of us could accomplish on our best days.” Teachers give so much and expect so little in return. They deserve our undying gratitude.

Patrick Kerr is Communications Director at the Regional Office in Kansas City and Julie Ewart is the Communications Director at the Regional Office in Chicago. 

Program Coordinator Jennifer Lang-Jolliff (green sweater) speaks about Mission Middle College program with guest Michael Yudin, seated on right.

Last week, I met with a group of high school students with learning disabilities who attend a dual-enrollment high school/college program at Mission Middle College in Santa Clara, California. The program emphasizes the use of technology, including the Bookshare accessible library, to help students earn college credit while still in high school.

The Mission Middle College educational program is a collaboration of Santa Clara Unified School District and Mission Community College. The program takes on a student-centered learning environment where seniors can complete required high school courses while accumulating college credits. Each student focuses on individual educational choices and academic and vocational studies relevant to future goals. The idea is to provide learning choices and empowerment for students.  The program is inclusive of all students, with or without a disability.

Some of the students have print and learning disabilities that impede their ability to easily read and comprehend grade-level text and complex curricula in print. Many of these students felt stuck and considered dropping out of school. Their instructors believe in every student’s learning potential and set high expectations. They teach students first to choose appropriate reading technologies for their learning needs, and then to find the reading assignments in digital accessible format, such as DAISY text and DAISY audio.

“We expect high standards from all students,” said Jennifer Lang-Jolliff, the Program Coordinator at Mission Middle College. “And we provide them with the instruction, tools, and resources to rise to the challenge of learning rigorous curriculum. Individualized instruction and timely access to curriculum in digital formats enable many students to feel more confident and prepared. Our high expectations and the e-literacy services available to students helped to shift their views of themselves personally and academically. They see their way through to college, community service, and good careers.”

Indeed, I was pleased to learn that starting with the graduating class of 2009, 100% of graduates at Mission Middle College had a viable postsecondary plan that included a college or university. This is right in line with President Obama’s key goal of being first in the world in college completion by 2020, and Mission Middle College is helping America meet that goal.

The students at Mission Middle College with print disabilities (including visual impairments, physical disabilities, and severe learning disabilities) are empowered to find the right assistive technology, computer software application, or device to help them achieve academically.

A senior demonstrates technology for Michael Yudin (center) and Benetech’s GM, Betsy Beaumon (standing). Kate Finnerty observes the tech demo.

The students I met are members of Bookshare, a free and federally funded online library from the U.S. Department of Education. Bookshare is an initiative of Benetech, a Palo Alto, CA-based nonprofit that creates sustainable technology to solve pressing social needs. Bookshare provides timely access to curriculum in digital formats and offers a large collection of eBooks (currently over 190,000 books and growing) as well as reading technologies to enable students to experience multimodal learning—the ability to see and hear text read aloud.

I met Kate Finnerty, a high school senior with dyslexia, who qualifies for Bookshare. Kate has an Individualized Education Program (IEP) that requires technology accommodations to aid her in her studies. She told me, “The library is very helpful. I use it to keep up with reading and research. Without it, I would have fallen behind.”  Kate is pursuing graphic design—she received acceptance letters from five U.S. colleges!

During the roundtable discussion, students, educators, parents, and administrators explored how Mission Middle College’s use of assistive technologies (AT) helps each student face their learning challenges with individualized approaches, which include digital books and reading technologies. Roundtable takeaways include:

• The emphasis on self-advocacy. The students set clear goals and high expectations for their future.
• Teachers give each student individualized attention, creating plans for their future and how to get there.
• Students who qualify with print disabilities can receive timely access to curriculum and feel more independent and empowered in the reading process through Bookshare and the AT it provides.
• Many of the students will be doing internships at Benetech this summer and will get work-based experience that will help prepare them for college and career.
• Technologies can deliver flexible instruction based on learning needs and preferences, including multimodal reading (to see and hear text aloud) that may unlock the reader’s ability to decode words and more fully comprehend information.

Programs like this at Mission Middle College are about making sure every student graduates from high school and is college and career ready. Students who once had to wait for books now receive timely access to the curriculum in alternative formats. Many activities are streamlined for students who may not fit traditional models, and those who once felt like academic failures are now completing high school courses and are on track to college.

I often speak about the broad values of inclusion, equity, and opportunity for youth with disabilities to actively participate in all aspects of school and life. Programs like that of Mission Middle College, which use assistive technologies and digital accessible books provided by Bookshare, are truly models for others. They promote high academic standards for all, enabling more students to be college and career ready.

Michael Yudin is acting assistant secretary for the Office of Special Education and Rehabilitative Services at the U.S. Department of Education.