Higher Education News
Higher-Education Consultant to Lead Muhlenberg College; Syracuse U. Chooses Chief Advancement Officer
Matt Ter Molen, associate vice president at Northwestern University and manager of its "We Will" campaign, will join Syracuse in February. Read other job-related news.
They came to whip colleges into shape.
They changed the debate about sanctions against Israel.
In a year when trustees were pressed to get tough, he was the toughest.
He sparked a movement to recognize college players as employees.
She showed thousands of students college is a possibility.
He raised new questions about the limits of academic freedom.
The training exercise is meant to open professors’ eyes to the financial realities that administrators must face.
She made it clear colleges would pay a price for sexual assaults on campuses.
Two years ago when I arrived in Buffalo, we did not have Wi-Fi in our school. The teachers had tablets, but limited access to the web. The only way our students and teachers could access the internet was in our computer labs.
At the ConnectED to the Future event I recently attended in Washington, D.C., President Obama stated, “In a world where we expect free Wi-Fi with our coffee, we should expect the same in our schools.” He is right. Internet access has become essential and is needed by all, and schools provide an ideal setting for our youngest citizens to gain initial access.
In order to address this challenge, we launched a one-to-one initiative, providing high-speed Internet access to all students and giving each of our third through eighth graders a tablet. We felt this was a journey that every staff member should embark upon, and not just a select few. More importantly, we believed that from an education standpoint, this was the right thing to do, knowing that the digital divide further exacerbates the achievement gap.
This is the journey we’re now on in our part of the Buffalo community. Our goal is to create classrooms where students are given daily learning challenges and are skillfully guided by teachers who support them in sifting through available information toward solutions. For us, technology is a powerful lever to facilitate this kind of teaching and learning.
Our road has been incredibly challenging and messy, but delightful. And we’re still in the early stages. As one of my many colleagues pointed out, the key to our students’ success in Buffalo, and really America, lies in our ability to 1) provide them with the tools to facilitate this learning and 2) give teachers the appropriate professional development to execute this vision for learning.
After attending the event, I feel better about our future prospects. I listened to how other districts are being creative in providing afterhours access. Moreover, I now understand that our pledge to create future-ready students places us on level ground with countries like Singapore and Korea.
It is a long road, but it is definitely a fight worth fighting. After listening and learning from various leaders like President Obama, Secretary Duncan, and Richard Martinez, Superintendent of Pomona Unified in California, I realize that this is truly the direction in which education is headed—to ignore it would be detrimental to our students and our country’s prosperity.
Ayinde Rudolph is principal of Westminster Community K-8 Charter in Buffalo, N.Y., a Promise Neighborhood school.
This post originally appeared on The White House Blog.
Earlier today, Secretary of Education Arne Duncan and Grammy award-winning artist Shakira took to Twitter to answer your questions about the early childhood education.
Shakira, who is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and a strong advocate for high-quality early education, joined Duncan in highlighting $1 billion in new public and private commitments that were announced as part of today’s White House Summit on Early Education.
At the Summit, President Obama reiterated his call to expand access to high-quality early childhood education to every kid in America, and announced the launch of the Invest In Usinitiatitive. The new initaitive challenges public and private partners, business leaders, philanthropists, advocates, elected officials, and individuals to build a better nation by expanding high-quality early childhood education.
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High-quality early education shouldn’t just be a privilege for some children—it must be an opportunity for all children in America. We know the foundation of a thriving middle class is access to a strong education for every child beginning in the first few years of life. But right now, the U.S. ranks 28th in the world in preschool access for four-year-old children.
The Obama administration is working to change that.
U.S. Secretary of Education Arne Duncan and Health and Human Services Secretary Sylvia Burwell announced today that 18 states have been awarded new funding, totaling more than $226 million, under the Preschool Development Grants program.
These grants will reach 33,000 children across the U.S. In the first year of the program alone, more than 18,000 additional children will be served in high-quality preschool. Preschool Development Grants will help the 18 winning states to build or enhance their state early learning infrastructure and expand high-quality preschool programs in high-need communities.
There are two types of grants. Development Grants are for states that serve less than 10 percent of four-year-olds. Expansion Grants are for states that serve 10 percent or more of four-year-olds. Check out our fact sheet (link to pdf here) for more information.
The importance of early learning is clear. Studies prove that children who have rich early learning experiences are better prepared to thrive in kindergarten and beyond.
Today’s White House Summit on Early Education convenes state and local policymakers, mayors, school superintendents, corporate and community leaders, and advocates to highlight collective leadership in support of early education for America’s children.
Leaders at the Summit will share best practices in building public-private partnerships that are expanding early education in communities across the country. Participants will discuss effective strategies and programs that support and bring high-quality early childhood education to scale. Follow this discussion on Twitter with the hashtag #InvestinUS.
And, for more information about the importance of early learning and the steps that the Obama administration is taking to ensure access for all children, check out our Early Learning page.
Dorothy Amatucci is a digital engagement strategist at the U.S. Department of Education.
For every dollar we invest in early childhood education, we see a rate of return of $7 or more through a reduced need for spending on other services, such as remedial education, grade repetition, and special education, as well as increased productivity and earnings for these kids as adults.
Early education is one of the best investments our country can make. Participation in high-quality early learning programs—like Head Start, public and private pre-K, and childcare—provide children from all backgrounds with a strong start and a solid foundation for success in school.
Tomorrow, President Obama will host a White House Summit on Early Education, announcing new commitments and building on his call to expand access to high-quality early childhood education to every child in America.
As part of the Summit, Grammy award-winning artist Shakira and Secretary of Education Arne Duncan will be taking to Twitter on Wednesday, December 10, at 10:00 a.m. ET to answer your questions about early education. Shakira is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and has been a strong advocate for high-quality early education.
Here’s how you can get involved:
- Ask your questions now and during the live event on Twitter with the hashtag #ShakiraEdChat.
- Follow the Q&A live through the @Shakira and @ArneDuncan Twitter handles on Wednesday, December 10, at 10:00 a.m. ET.
- If you miss the live Q&A, the entire chat will be posted on WhiteHouse.gov and Storify.com/whitehouse.
Learn more about the President’s plan to expand access to high-quality early childhood education, and then join Shakira and Secretary Arne Duncan for a Twitter chat on Wednesday, December 10, at 10:00 a.m. ET.
This post originally appeared on The White House blog.
Secretary Duncan and U.S. Attorney General Eric Holder today announced a Correctional Education Guidance Package aimed at helping states and local agencies strengthen the quality of education services provided to America’s estimated 60,000 young people in confinement every day.
This guidance package builds on recommendations in the My Brother’s Keeper Task Force report released in May to “reform the juvenile and criminal justice systems to reduce unnecessary interactions for youth and to enforce the rights of incarcerated youth to a quality education.” Today’s guidance package is a roadmap that states and local agencies can use to improve the quality of educational services for confined youth.
Secretary Duncan and Attorney General Holder visited The Northern Virginia Juvenile Detention Center School to announce this new guidance. Kathleen Fitzpatrick, the art teacher, writes about the impact of the art program is having on the students in the detention facility.
When envisioning a juvenile detention center, people often think of an institution with barbed wire set away from a populated area; a forgotten place where children go to be punished and removed from the public eye. It certainly isn’t regarded as an educational institution where learning and creativity happen. My goal is to paint a different picture. It’s a picture of a place that offers hope in place of doubt, care in place of harm, and knowledge in place of ignorance.
The Northern Virginia Juvenile Detention Center School is housed within a single wing of the detention center. As you walk down our school’s hallway, you see artwork displaying where our students have been, where they are now, and where they hope to be in the future. Further down the hall, you might hear students presenting evidence discovered in a science experiment or discussing the personality traits of characters they read about in English class.
The classes at the Center are small, co-taught, and focus on project-based learning. Students receive differentiated instruction and individual attention from every teacher, which helps improve their academic skills. They frequently express that they benefit from this kind of education and insist they would have attended their former schools more regularly if it had been more like this.
The “d-center” school, as it is referred to by staff and students, has grown into a program that has helped students receive their high school diploma, obtain scholarships to community and state colleges, and, ultimately, have a positive impact in their own communities. Here, I have seen students slowly but surely remove the personal barriers they have so carefully built over the years. They trust the education program is here to offer them a chance for change and provide new opportunities. As educators, we realize this may be the first opportunity they’ve ever been given to explore different sides of themselves, tell their story, and truly practice being self aware.
At the end of the day, we measure our success by the small steps we see our students take on a daily basis. For some, it may be the first time they master math concepts, or speak in front of a history class. We don’t view our students as criminals or prisoners; to us they are students who deserve the best education a child can have. We foster an environment that sets high standards and encourages each one to discover their personal best. And in the process, we often end up finding our own personal best.
To learn more about the art education program at the Northern Virginia Juvenile Detention Center School please visit the Art room website
Kathleen Fitzpatrick works for Alexandria City Public Schools and is an art teacher at the Northern Virginia Detention Center School. In 2013, she received the 2013 Agnes Meyer Outstanding Teacher Award.
Recently, the Department of Education announced our support for a deal that will strengthen the education prospects of nearly 40,000 college students on 56 Everest and WyoTech brand campuses, currently owned by the for-profit network Corinthian Colleges Inc. Under this plan, the Educational Credit Management Corporation (ECMC) Group’s new nonprofit education arm, Zenith Education Group, will buy the campuses from Corinthian and transform them from for-profit into nonprofit schools.
There has been considerable attention paid to this important and complex action, and it is essential that everyone have the facts. So I would like to explain why our Department decided it was necessary to take action on Corinthian, why we are supporting this sale, and what the results have been so far. I am proud of what our team has been able to accomplish in protecting students.
This is the latest step in a case that began when Corinthian failed to respond to the Department’s repeated requests for answers about questionable practices, including concerns that Corinthian was using false and misleading job placement data to market its schools and recruit students, and that it might be changing student grade and attendance data to hide performance problems. Following intense and thoughtful deliberations, the Department made the decision that we believed would most effectively prevent further damage and took action to heighten our oversight of Corinthian, ultimately leading to an agreement with the company that will end their ownership and operation of these schools.
From the start, we have kept students and their interests at the heart of every decision we have made about Corinthian, and charted a careful course through what threatened to be a major collapse of a large institution. We worked to avoid immediate closure of all Corinthian schools and prevent the sudden disruption of education for 72,000 students and the jobs of 12,000 employees. And, to defend student and taxpayer interests, we have put an independent monitor in place to oversee Corinthian’s actions as the company begins to sell and wind down its campuses. We selected the respected firm of Skadden, Arps, Slate, Meagher & Flom LLP & Affiliates, under the leadership of former U.S. Attorney Patrick Fitzgerald, for this vital role.
ECMC has never run a college campus before, and I think everybody recognizes that improving Corinthian campuses will be a serious challenge. But there are many reasons why we feel this new agreement will particularly benefit students, and why we are confident they will receive a better education under ECMC and Zenith’s leadership:
Lower college costs. Students who attend the newly purchased campuses will receive a 20% cut in tuition.
Matching training numbers with real-world needs. For a college program to be truly worth the time, cost and effort, there must be jobs openings in students’ fields of choice when they graduate. Under this new plan, ECMC will work to balance the number of students enrolled in specific career programs with local and regional labor market trends – so students can understand which career fields have the greatest demand for workers, and gain the skills they will need for actual, available jobs.
Closing low-performing programs. At the same time, the Zenith Education Group will begin weeding out poor performers in Corinthian’s portfolio of programs, and steering students toward higher-quality programs. Students that are in poor performing programs will have several choices, including the possibility of transferring to other Zenith programs or receiving a partial refund of their costs.
Fresh leadership. No senior executive from the former Corinthian group will remain when the campuses are acquired by ECMC – making a clean break from previous management and from the types of practices that put the schools and students in jeopardy.
An unprecedented – and voluntary – commitment to oversight. As part of the acquisition and transition plan, the ECMC has agreed to hire a monitoring firm. The monitor will have access to Zenith’s data to ensure that the ways they recruit potential students, how they market their services, and the data they report on performance, especially on student outcomes, are fair, true and accurate. By volunteering for this level of review, Zenith is showing a strong commitment to transparency, and to sharing the types of information that help students and families make good decisions about the schools and programs that will best serve their needs. And the hiring of a monitor demonstrates just how serious ECMC is about remedying the past problems of Corinthian, and charting a new course.
This purchase plan also fends off disastrous consequences. First and foremost, students who are enrolled in Corinthian programs will have the opportunity to complete their education and receive the degrees and certificates that they have worked so hard to obtain. This sale, if ultimately approved by the Department, accreditors, and state authorizing agencies, will avoid disruption and displacement for tens of thousands of students – approximately 22 percent of whom are within 3 months of graduating.
Throughout our interactions with Corinthian, we have been guided by the belief that the best path forward for these students would be helping them to stay in school and complete their programs. Higher education can help students tremendously in fulfilling their career and life goals. And while all postsecondary students face unique challenges and hurdles, those who are enrolled in for-profit and career training programs are often among the most vulnerable. In many cases, they are juggling classes as well as a job (or two) and a family. Some have tried before to earn a degree, and found the courage to return to school even though earlier efforts didn’t work out. These are the students who most need the opportunities that higher education can bring.
The last thing we want to do is make them start over, especially when so many are close to finishing. They have already invested thousands of dollars and hours of their time earning credits that may not transfer to new programs at other schools. It would be unacceptable for any of them to be left holding public or private student loan debt, with no degree or certificate to show for it. We could not afford that risk with tens of thousands of students.
ECMC has made good commitments to safeguard the way forward for these students, and its nonprofit will operate independently from the larger corporation. We want to make sure ECMC does what they have said they will do – and we will watch them carefully. But we should all give them a chance to keep their promises and help make these students’ lives better.
This agreement lets students transition from a problematic for-profit company to a nonprofit that is committed to giving them a new start and better chances to succeed. We will also keep close track of sale or wind-down efforts on Corinthian’s other campuses, so students in programs that won’t be acquired as part of this deal can also finish their education without interruption. Ensuring that all students are served well remains our top priority, and we will continue to work on behalf of students and taxpayers.
And, as part of the Obama Administration’s efforts to promote quality and accountability in higher education, the Department has announced a federal interagency task force – which I will lead on behalf of Secretary Duncan – to help ensure proper oversight of for-profit institutions.
A quality education that leads to good outcomes – like a well-paying job and a strong future – is still the best investment anyone can make. Students seeking a better life shouldn’t pay a penalty for following their dreams. We cannot – and we will not – let their efforts go to waste.
Ted Mitchell is U.S. Under Secretary of Education.
The entrance halls and ground floor public spaces of the U.S. Department of Education are filled year-round with color, creativity, and powerful ideas, thanks to the talents of young artists from the United States and around the world. In November, ED conducted a host of special activities celebrating the 15th anniversary of International Education Week, including an opening reception and ribbon cutting for the 2014 VSA international children’s art exhibit Yo soy…Je Suis…I am…My Neighborhood, presented by the Office of Very Special Arts (VSA) & Accessibility and the Department’s Student Art Exhibit Program. Each year VSA, a Jean Kennedy Smith Arts and Disability Program of the John F. Kennedy Center for the Performing Arts, receives over 700 international and national entries from students with disabilities, ages 3–22, and competition winners display their artwork at ED.
The event featured a robust lineup of speakers, including education leaders as well as a student, teacher, and parent. Highlights also included a performance by the NPR-acclaimed P.S. 177 Technology Band, made up of nine students from a school in Queens, N.Y., for students with disabilities. The exhibit featured art pieces by students from Saudi Arabia, Singapore, South Africa, Saint Lucia, Taiwan, and the United States, depicting the importance of their neighborhoods.
ED and the U.S. Department of State established International Education Week in 2000 to promote and celebrate the role that education plays worldwide. Maureen McLaughlin, director of ED’s International Affairs Office, spoke about the importance of arts education in supporting international cultural awareness: “Visualizing our neighborhoods allows each of us the opportunity to show the people and places that we love.” Emphasizing the exhibit’s importance, she stressed that “[l]anguage can be a barrier, but pictures bridge that gap.”
In a recorded message, Secretary Arne Duncan highlighted the value of international study programs in fostering cultural understanding, social development, and economic health. He said, “The ways in which citizens interact with each other … have fundamentally changed,” and emphasized the importance of education as we “redefine what it means to be ‘neighbors’ in an increasingly interdependent world.”
To be a neighbor also means to ensure access to success, regardless of background or ability. Michael Yudin, acting assistant secretary of the Office of Special Education and Rehabilitative Services, championed the values of inclusion, equity, and opportunity: “It starts with expectations, with high expectations. If we have high expectations for kids with disabilities, we have high expectations for all of our kids.” He emphasized ED’s focus further, saying “[I]t’s making sure that we’re focusing on results and better outcomes for our kids.”
Adam Goldberg, music teacher and founder of the P.S. 177 Technology Band, exemplifies what it means to set high expectations and foster opportunity for students with learning disabilities to dream big and succeed. Through Goldberg’s inspired teaching, students not only develop musical skill but also social awareness and confidence. Student performer Denzel Jackson commented, “I’ve learned to play rhythms within a steady groove. … It’s all about watching, listening, and feeling the music.” Hyacinth Heron Haughton, mother of band vocalist Jason Haughton, stated, “With the help of Mr. Goldberg [my son] has excelled tremendously.”
In addition to using traditional instruments, students used iPads to produce complex musical arrangements. The band performed three musical selections. When You Come Back, written by South African artist Vusi Mahlasela, had the audience clapping to its soulfulness. Though the lyrics for Being Me were written by Goldberg, the melody was inspired by student vocalist Jason Haughton. An instrumental version of the opera classic Nessun dorma (None Shall Sleep), an aria from Puccini’s Turandot, was the most difficult to perform because the beat fluctuated, requiring students to follow the conductor intently. Of his students’ success Goldberg declared, “I am so proud of them. … Every time we do this song … it gets better and better and better.”
After each performance the audience applauded the band with loud cheers and standing ovations. Tobi Lakes, the band’s keyboardist, surprised the crowd with his spontaneous post-performance speech when he excitedly yelled, “We are incredible! Yes! We did it! We made it! We have been working very hard since the beginning of the year, and we got it! Thank you!”
This event culminated with the traditional celebratory ribbon-cutting ceremony to open the student art exhibit to the public. Though this year’s International Education Week activities and celebrations have come to a close, the exhibit will be on view through Dec. 31 as a vibrant testament to the power of high expectations, diverse student voices, and art’s capacity to unite individuals and nations.
View more photos from the event.
Isadora Binder and Asheley McBride are staff in the Office of Innovation and Improvement (OII), and Olivia Murray is an OII intern from the University of California San Diego.
The Department’s Student Art Exhibit Program provides students and teachers an opportunity to display creative work from the classroom in a highly public place that honors their work as an effective path to learning and knowledge for all. To visit the exhibits or for information about exhibiting, contact Jackye Zimmermann at email@example.com.
Cross-posted from the White House blog.
At the beginning of his administration, President Obama set a goal that the U.S. would once again lead the world in college graduates. The President believes that expanding opportunity for more students to enroll and succeed in college is vital to building a strong economy and a strong middle class.
The President has already taken important steps to increase college access, including:
- Increasing Pell scholarships by $1,000 a year
- Creating the American Opportunity Tax Credit, worth up to $10,000 over four years of college
- Limiting student loan payments to 10 percent of income
- Laying out an ambitious agenda to reduce college costs and promote innovation and competition
In January, 140 college presidents and other leaders made commitments to support student success at the first White House College Opportunity Summit. To build upon the success of that summit, on Thursday, December 4, President Obama and the First Lady will join college presidents and other leaders making new commitments to improve degree completion, sustain community collaborations that encourage college-going, train high school counselors as part of the First Lady’s Reach Higher initiative, and produce more STEM graduates with diverse backgrounds.
Here’s how you can participate in the College Opportunity Summit on Thursday, December 4th:
- Watch the entire summit live here, or at www.whitehouse.gov/live.
- 9:00 a.m. ET: Opening remarks by Cecilia Muñoz, Director of the White House Domestic Policy Council and Secretary Arne Duncan, U.S. Department of Education
- 9:15 a.m. ET: Panel discussions moderated by Cecilia Muñoz and Secretary Julian Castro, U.S. Department of Housing and Urban Development
- 11:50 a.m. ET: Remarks by the President Barack Obama
- 2:45 p.m. ET: Remarks by First Lady Michelle Obama
- 3:00 p.m. ET: Remarks by Vice President Joe Biden
- Add your voice to the conversation and follow along on social media with the hashtag #CollegeOpportunity.
Cameron Brenchley is Senior Digital Strategist for the Office of Digital Strategy at the White House.
Recently I visited Glen Iris Elementary School in Birmingham, Alabama to meet with a group of teachers and their principal. I was in Birmingham as a Teaching Ambassador Fellow and it was highly recommend by local educators that I visit Glen Iris while in Birmingham to see the incredible work going on at the school. During my visit I learned about the school’s focus on project-based learning, how it energizes teachers and promotes cross-curriculum connections and implementation of college and career ready standards in a way that has significant meaning for students and the surrounding community. I learned how this type of learning relies on several factors including the internal capacity among teachers to lead and bring others along in this work and a supportive principal who will work to make sure the resources needed are provided (even grow a beard and sleep on the school roof to fundraise if necessary!). I also learned about their school garden, which was a sight to behold and a powerful a lesson for how to keep learning focused on developing the whole child.
The assessment culture was also very different at Glen Iris Elementary. It was clear that every teacher in the room agreed that we can and should measure learning, but, also, that current “tests” were measuring learning. When I asked Principal Wilson to share his views on testing he looked at me very calmly said, “There is more than one way to measure the standards. We have to be ever-growing.”
Since returning from Birmingham, much has happened in the “testing” world.
Recently, the Foundation for Excellence in Education came out with an analysis of district testing calendars from the 2013-14 school year. The foundation looked at 44 districts and found huge variation; some required as few as eight tests on top of required state assessments – and one required 198 additional exams. In addition, the Council of Chief State School Officers and Secretary Duncan have shined a spotlight on testing and are asking states and districts to have difficult conversations about the quantity and quality of tests administered to students. Also in recent weeks, several school districts in Florida have moved to cut down on testing. Miami-Dade County cut 24 interim assessments, adding 260 minutes of instruction back into the schedule, while Palm Beach County cut 11 diagnostic tests and made all district-level performance assessments optional. Moreover, Hillsborough County school district leaders are calling on the state to reduce the amount of testing in schools while several school officials have already eliminated final exams at middle and high school levels, as well as reduced the number of assessments for elementary grades in math, science and language arts.
I recently sat down with Secretary Duncan to hear his perspective on the current state of testing and accountability. While the testing pendulum has swung from one side to the other, my hope is that we will land somewhere in the rational middle. And as I continue in my education journey, I will forever keep those timely words of Dr. Wilson at the forefront of my mind and will challenge all of us to be “ever-growing.”
Emily Davis is a Teaching Ambassador Fellow at the U.S. Department of Education.