Higher Education News

Topics include how to raise money from alumni who belong to racial- or ethnic-minority groups and leadership theory for community-college administrators.

Debra Saunders-White will become the historically black institution's chancellor in June. Read about that and other job-related news.

For the second year in a row, President Obama used his State of the Union address to take colleges to task over rising tuition.

With federal money again flowing, studies will be marked by history, technology, culture, and complexity.

As the last of 16 reports on remaking the federal student-financial-aid system trickle out, consensus appears to be building around a few key ideas.

Edward O. Blews Jr., a lobbyist for private colleges in Michigan, now leads a national council of Christian colleges, for which he has global ambitions.

Rudolph H. Green, who was most recently at the University of Texas at Austin, will oversee practices in athletics as well as health care and research.

With tools like Google Analytics, doctoral students try to gauge the interest of colleges that visit their Web sites.

To meet the rising cost of college, students can call on at least one resource all their own.

Stereotypes about politeness aside, more Canadian university leaders are being shown the door by their governing boards.

A new enrollment option at the University of Florida is designed to expand access and promote the study of innovation.

The program is financed with a $1.2-million federal grant. Critics had challenged the project's legality because it involves Planned Parenthood.

Glimpses of life in academe from around the world.

Thousands of students would lose their financial aid, nonprofit loan servicers could be forced to close, and the department itself might furlough workers.

The move, which will increase the Institute of Agriculture and Natural Resources' faculty by 12 percent, stems in part from its fast-growing enrollment.

The groups' ideas come in a week that has seen a flurry of similar suggestions from organizations concerned about the nation's trillion-dollar student-debt problem.

Today, a class of preschool children at the College Heights Early Childhood Learning Center in Decatur, Georgia, engaged in an interactive lesson on sizes and shapes with a special guest – President Barack Obama. The President toured the center, which serves children from infancy through four years of age, before discussing the importance of quality learning from the early years with a crowd of local educators.

The President elaborated on a new plan for early education, which aims to dramatically expand preschool – a priority for the U.S. Department of Education in the Administration’s second term and a topic that the President emphasized in his State of the Union address on Tuesday night.

“In states that make it a priority to educate our youngest children … studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, [and] form more stable families of their own,” the President stated. “[L]et’s do what works and make sure none of our children start the race of life already behind.”

Despite the benefits of early learning, state funding per child for preschool programs has declined over the last decade, according to data from the most recent State Preschool Yearbook, published by the National Institute for Early Education Research.

Studies also show that children from low-income families are less likely to have access to high-quality early education opportunities and to enter kindergarten prepared for success – a situation that U.S. Secretary of Education Arne Duncan has described as “education malpractice, economically foolish and morally indefensible.” The high costs of private preschool and a lack of public programs also narrows options for middle-class families.

To fulfill a commitment to our nation’s youngest learners at a time when fewer than three in 10 four-year-olds are enrolled in a quality preschool program, the Administration is proposing a series of new investments that will establish a continuum of learning for children from birth through age five. Major elements of the plan include:

• Providing High-Quality Preschool for Every Child: A new cost-sharing partnership with all 50 states, managed by the Department of Education, will extend federal funds and expand high-quality public preschool to reach all low- and moderate-income four-year-olds from families whose incomes are at or below 200 percent of the poverty line.
• Growing the Supply of Effective Early Learning Opportunities for Young Children: A new Early Head Start-Child Care partnership will support communities that extend the availability of Early Head Start as well as child care providers that can meet high standards of quality for infants and toddlers.
• Expanding Evidence-Based, Voluntary Home Visiting: Voluntary home visiting programs enable nurses, social workers, and other professionals to connect families to services and educational support that can improve a child’s health, development, and ability to learn. The President’s plan extends these important programs to reach additional families in need.

The proposal also encourages states to provide additional opportunities for children to attend full-day kindergarten and extends important investments in the federal Head Start program – managed by the U.S. Department of Health and Human Services (HHS) – which annually serves more than one million children across the country.

The President’s commitment to provide every child with access to quality early education builds upon the Race to the Top Early Learning Challenge Fund, a competitive grant program jointly administered by the Department of Education and HHS, which supports state efforts to raise the bar across early learning programs and to close the school readiness gap. Through the President’s proposal, the Department and HHS will continue to strengthen the quality of early education programs and assist states and districts in improving the alignment of preschool with K-12 education.

Building and expanding opportunities for learning in the early years is key to fostering a cradle-to-career education system. As Secretary Duncan has noted, “High-quality early learning is what we want for our own children – which means that it must be what we want for all children.”

Academic assessment plays an important role in making decisions about the education of our children. We — parents, educators, and administrators — all depend on valid and reliable data. Yet a series of high-profile cheating incidents over the last several years has raised concerns about the integrity of those testing data. And even though every state has made an effort to prevent cheating, states haven’t always had access to a library of test security strategies that are most likely to work.

The Department asked the public for input on addressing testing irregularities. We received recommendations for policies and procedures from a variety of sources, including educators, academic researchers, testing companies, law firms, and nonprofit organizations.  Subsequently, the Department’s National Center for Education Statistics held a symposium on testing integrity in Washington, D.C., featuring 16 expert panelists including many of the best thinkers and practitioners in this area.  During the day-long convening, these experts discussed the most effective means to prevent, detect, and investigate testing irregularities in traditional assessment and in the technology-rich assessments of the future.

The Department has released a report summarizing what we heard.  This report consists largely of the opinions of experts who presented at the Symposium or responded to our request for information. We hope that this document will be a starting point for further dialogue around the integrity of academic assessments and that it will help State Education Agencies (SEAs) and Local Education Agencies (LEAs) identify, share, and implement best practices for preventing, detecting, and investigating irregularities in testing.

Jack Buckley is commissioner of the U.S. Department of Education’s National Center for Education Statistics