Higher Education News

Secretary Arne Duncan joined WNBA player Maya Moore, NBA player Harrison Barnes, former NBA player Allan Houston, and high school student athletes from across the country for a discussion about how sports have played a role in their education and maturation. (Photo by Otto Kitsinger - courtesy of NBAE via Getty Images)

Prior to Secretary Arne Duncan “schooling” the competition during his third appearance in the NBA Celebrity All Star Game in Houston last Friday, he sat down with former NBA All Star Allan Houston, current Golden State Warrior Harrison Barnes, and the WNBA’s Maya Moore to speak with five high school student-athletes from across the country during the Department of Education’s first Google Hangout. The discussion centered on the importance of education and how sports can play an important role in maturation on and off the court.

During the live Hangout moderated by CNN’s John King, the students quizzed Secretary Duncan—who played college and professional basketball—and the NBA/WNBA players on how they balanced the demands of education and athletics, as well as discussed the importance of being a leader and a role model in the community.

Sequoia High School (Redwood, Calif.) senior point guard Alaina Woo said it best, “It’s really important that you surround yourself with role models who are passionate about basketball but can go beyond the sport and see the importance in having a balance in life.”

Watch the NBA/Department of Education Google + Hangout here:

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

Kelsey Donohue is a senior at Marist College (N.Y.), and an intern in ED’s Office of Communications and Outreach

How can we best prepare children and adolescents to thrive in the 21st century—an era of rapidly evolving technology and new opportunities to learn, collaborative and global knowledge work, changing workforce needs, and complex economic and national security interests? Our focus on aspects of academic success such as attainment of content knowledge is necessary, however, creating opportunities to engage and develop a much richer set of skills is critical. Today, this includes exploring the potential of “noncognitive” factors—attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability—that high-achieving individuals draw upon to succeed.

The Office of Educational Technology at the U.S. Department of Education asked SRI’s Center for Technology in Learning to take a close look at a core set of noncognitive factors—grit, tenacity, and perseverance. These are the factors that facilitate an individual’s capacity to strive for and succeed at fulfilling long-term and higher-order goals, and persist in the face of challenges and setbacks. We asked for this work to be done with an eye toward identifying the potential new roles that technology might play.

Last week, OET released Expanding Evidence Approaches for Learning in a Digital World, a report that examines the rapid evolution of new technologies to capture, organize and analyze vast quantities of data, and we were interested in the role of new types of data and analytic capabilities in supporting grit, tenacity, and perseverance.

Building from a broad review of the research literature and interviews with thought leaders, this brief examines the extent to which grit, tenacity, and perseverance are malleable and teachable, how to measure these factors, and how to design learning environments that promote them. It includes key conclusions and recommendations tailored to the needs and responsibilities of educators, administrators, policymakers, technology designers, parents, and researchers.

We welcome your input as we continue the dialogue around designing the best possible learning environments for ensuring every student’s success. We are interested in hearing what you think!

Click here to comment.

Bernadette Adams is a senior policy analyst at the U.S. Department of Education

The nonprofit is giving university partners two options for sharing in the money its MOOCs bring in. But first, they have to bring it in.

The report offers breakdowns on scores by gender and racial backgrounds, and a glimpse into the examinees' intended fields of study.

The former student says the university withdrew a job offer after she filed a complaint alleging harassment in another campus job.

The need to improve the country’s education system is urgent, according to the Co-Chairs of the Equity and Excellence Commission who formally presented their report to Secretary of Education Arne Duncan on Tuesday. The Commission’s report, “For Each and Every Child,” highlights the need to eliminate “education disparities affecting millions of underserved and disadvantaged students.”

The 27-member Commission includes scholars, teachers’ union leaders, state and local education officials, and education reformers and advocates, and was charged to provide advice to the Secretary “on the disparities in meaningful educational opportunities that give rise to the achievement gap, with a focus on systems of finance,” as well as ways that the federal government can address such disparities.

While the commission was autonomous and its recommendations do not necessarily represent the views of the Department of Education, Secretary Duncan said, “The Commission has sounded a powerful and important alarm about the distance we still have to go to improve education for every American child.”

Read the Commission’s report.

From Left to Right: Vinnie Pompei (Project Director & Conference Chair) Michael Yudin (Keynote Speaker) Actor George Takei (Honoree) Betty DeGeneres (Ellen's Mother) (Honoree) MSNBC Anchor Thomas Roberts (Honoree) City Councilmember, Fort Worth, Texas, Joel Burns (Honoree)

This past weekend in San Diego, I had the opportunity to participate in the 4th Annual National Educator Conference focused on creating safe, supportive, and inclusive schools for lesbian, gay, bisexual, and transgender (LGBT) youth. A goal of the conference, presented by the Center for Excellence in School Counseling and Leadership (CESCaL), was to bring together education leaders and LGBT experts to empower and provide educators and school personnel with the knowledge and skills necessary to create safe, welcoming and inclusive school environments for all youth, regardless of their sexual orientation.

Additionally, the conference focused on providing educators with the tools and resources to prevent and respond to bullying of LGBT youth, as well as empowering them to make the changes in their schools to make sure all kids are safe and thriving. I met with so many amazing educators; it truly was empowering.

Safe schools are not only free from overt forms of physical violence or substance abuse, but work proactively to support, engage, and include all students. Unfortunately, too many schools are not safe for LGBT youth. According to GLSEN’s National School Climate Survey, nearly 8 out of 10 LGBT youth were harassed at school. We know that students who are bullied are more likely to have depression, anxiety, and other health concerns, as well as decreased academic achievement and participation. When students don’t feel safe, they are less likely to learn and more likely to give up on school altogether. Unfortunately, we also know that LGBT youth are disproportionately subject to discipline practices that exclude them from the classroom, and make up close to 15% of youth in the juvenile justice system.

Given these statistics, it’s not surprising that LGBT youth are at an increased risk for suicidal thoughts and behaviors, suicide attempts, and suicide. We need to ensure that educators have the tools and resources to not only protect LGBT students from harassment and discrimination, but to ensure that they thrive in schools, not drop out!

One of the students who attended the event came with his high school teacher from Washington State. He had reached out to the conference organizers after bullying in school left him feeling defeated and isolated. They attended with the hope that it would transform the student’s life in a positive way and enable his teacher to help and learn more to help other LGBT students. In a follow-up to the conference organizer, the student thanked Vinnie Pompei, the Project Director & Conference Chair, for the “awesome” opportunity to attend, and acknowledged that this is a great beginning to share information learned from the conference with students, teachers and others at his school.

Another student who participated in the conference said, “I get bullied every day. This started in 1st grade and I’m in 8th grade now. Suicide was an option…many times. [But] I’m not going anywhere…because I’m stronger than that.”

We need to work together and empower both students and teachers and make sure they have the tools to create changes in schools. I spoke with many educators who perceive stopping anti-gay bullying as risky and fear retribution. Teachers also need support in speaking out.

As I addressed the conference, I asked the individual educators to do four things to help improve the school experience of our LGBT youth.

• Create positive school climates for all students – this happens only through a deliberate, school-wide effort, and with the participation of families and communities.
• Be proactive and visible to LGBT youth – they cannot know they are supported, valued, and appreciated, if the adults in the building aren’t there to tell them so.
  • Identify “safe spaces,” such as counselors’ offices, designated classrooms, or student organizations, where LGBT youth can receive support from administrators, teachers, or other school staff.
  • Encourage student-led and student-organized school clubs that promote a safe, welcoming, and accepting school environment (e.g., gay-straight alliances, which are school clubs open to youth of all sexual orientations).
• Understand student mental health issues. Everyone can play a role here; not only school counselors or nurses, but teachers and administrators that can identify warning signs, like sudden changes in behavior.
• And importantly – they are not alone. While educators play a critical role in providing support to LGBT youth, they can build partnerships with local health and mental health agencies, community based organizations, and child welfare. And, there are federal resources to provide guidance and information on how to make schools safe, supportive, and inclusive. For example, check out www.stopbullying.gov.

I would like to extend my deepest thanks to the courageous teachers who are working every day to make this happen. Thankfully, educators have the power to create change in their schools, supporting students and saving lives.

Michael Yudin is acting assistant secretary for ED’s Office of Special Education and Rehabilitative Services

Tax breaks and performance measures can be used to improve the design and delivery of aid, say advocates.

The growth was well below 2011's 8.2-percent rise and, when adjusted for inflation, came to an increase of just 0.2 percent, says the Council for Aid to Education.

High-school students taking Advanced Placement examinations last year got some of the highest scores since the College Board published its first report on the exams.

The challenges facing grant applicants will worsen if across-the-board federal budget cuts, known as sequestration, take effect on March 1.

The president has apologized for using a racially sensitive episode in U.S. history to make a point, but critics say the way he apologized was confusing.

Earlier this month a group of distinguished counselors, selected as finalists for the American School Counselor Association (ASCA) Counselor of the Year and their principals visited ED to share their thoughts on transforming the teaching profession and the critical role of the counselor in fostering students’ academic success, socio-emotional well-being and physical safety.

While national conversations about gun violence continue, school-based staff are faced with what to do now to deal with students’ academic, emotional and physical welfare each day. How do we identify students who need support? How do we go beyond just identifying the issues and provide our kids with the needed help? We may be overlooking our counselors and some of the solutions they could provide.

“I see us as a model of supporting teachers to help them continue their work,” said one school counselor, underscoring the importance of providing students not only with academic and career planning help, but also with emotional supports. Another counselor shared how she created a lesson on reactive emotions to parallel a science lesson on erupting volcanoes; another talked about teaching tech skills while researching bullying. Throughout the discussion, the school counselors highlighted how the social-emotional learning can complement the academic when teachers and counselors work together. Too often, they said, teachers “do not get to utilize the expertise that we have learned about human development.” They stressed that newer models for more “active” school counselors have moved beyond the scheduling duties many may remember from days past; but not everyone knows that.

One counselor described how her school uses their Professional Learning Communities, or PLCs, to consider not just the academic concerns, but which students are not connected to their school (and why). “We spend time reflecting on what was happening with these particular students, and then create a plan for next steps,” she told us.

What makes these examples different is that the work of addressing school violence doesn’t just stay with one group on staff. A principal affirmed that, “You need to have all stakeholders at the table to have the conversation” so that everyone knows what to do when a concern surfaces.  Sometimes, negative incidents will occur when students know the teacher isn’t most present – in the halls or cafeteria, on the playground or school bus. And yet there are often other adults who are there, such as the custodial staff, support professionals, bus drivers, parent volunteers – and each of these members of the larger school community needs to know how to respond and whom to contact to make sure there is an appropriate resolution.

But in order for these teams to happen effectively, we need to better understand the role of the counselor. For counselors to really be able to make an impact, they need the opportunity to build relationships with students and staff, to use their expertise. And that takes time built into the school day and the willingness for everyone on staff to expect and allow our counselors, like teachers, to be educational leaders.

Jen Bado-Aleman

Jennifer Bado-Aleman is an English teacher on loan from her school in Gaithersburg, Md., while she serves as a Teaching Ambassador Fellow at the Department. Learn more about the President’s plan to make our schools safer, which includes resources that communities can use for hiring more school counselors.

Critics say the center would train interrogators using immigrants as subjects. The psychiatrist who would lead the project says its purpose is misunderstood.

Experts convened by survivors of the 2007 massacre at Virginia Tech hope to devise a measure that provides a more accurate picture than Clery Act statistics.

H. Holden Thorp will take an unusual step down the administrative ladder in moving from North Carolina to St. Louis.

The documentary will criticize policy makers, politicians, unions, and others who "protect the flawed status quo."