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Several groups and colleges have challenged how the Education Department calculates the scores, which can carry costly consequences.
More than half of the students using GI Bill education benefits in 2012 chose public colleges.
The federal agency accused the for-profit college chain of pushing students into taking out high-cost private loans that it knew were likely to end up in default.
Loyola University Chicago’s decision to drop part of a master’s program prompted students to use the skills they’d learned in it.
The Urban Waters Federal Partnership, a 13-agency initiative, aims to stimulate local economies, create jobs, improve quality of life, and protect health by revitalizing urban waterways and the communities around them, focusing on under-served urban communities.
Currently, the partnership has 18 locations across the nation. These locations have or will build partnerships among local, state and federal stakeholders – as well as schools. Here is just a sampling of how students are getting in on the Urban Waters action:
At Bladensburg Waterfront Park in Bladensburg, Md., the U.S. Environmental Protection Agency’s Urban Waters team assists Neval Thomas Elementary school students, parents and teachers as they paddle along the Anacostia River during the Wilderness Inquiry Canoemobile on October 22, 2013.
During the visit, the students had an outdoor education experience learning about canoeing, stormwater pollution and nesting bird species. The Wilderness Inquiry Canoemobile spent the entire week in DC and explored the Anacostia River with approximately 500 of the area’s public school students.
To view upcoming Wilderness Inquiry opportunities and events across the country, view their website: http://www.wildernessinquiry.org/
In the New Orleans region, students and teachers have an opportunity to explore and learn about southeastern Louisiana’s coastal wetlands at the University of New Orleans Shea Penland Coastal Education and Research Facility (CERF).
These K-12 grade students engage in hands-on experience in the basic estuarine processes, coastal environmental science, and coastal restoration with a focus on the values of the wetlands and the issues that face them through field trips and workshops. In addition, the students meet and learn from the professionals at Louisiana’s State and Federal agencies and local partner organizations that protect coastal wetlands. For more information on CERF, visit their website at http://pies.uno.edu/education/cerf_coastal_education_and_research_facility_louisiana.htm
Resources are also available to teachers, parents and others, including data on water quality and health aspects of the wetlands through another partner; the Coastal Wetlands, Planning, Protection, and Restoration Act program. View curricula and other activities, including an interactive educational and entertaining CD on Louisiana wetlands here. To learn more about how these partners and CERF engage local public schools and their students, view this YouTube video.
Along the South Platte River in Denver, Colo., the Greenway Foundation motivates young public school students to engage the outdoors through environmental education programs. The Greenway River Ranger Internship Program introduces high school students to natural resource careers through environmental education training, hands-on teaching experiences with elementary students, job-readiness workshops and outdoor learning such as water quality sampling at Denver public parks along the South Platte River and its tributaries. The program aims to inspire the next generation of environmental leaders equipped with the knowledge, skills and motivation to become stewards and informed decision makers.
The Greenway Foundation has been connecting tens of thousands of Denver youth and their families to urban waterways through school based field trips, summer camps and community events through its education arm, South Platte River Environmental Education (SPREE). For more information and videos, visit their website.
Through the Urban Waters Federal Partnership and the 18 local partnerships, federal agencies are engaging America’s students in order to improve environmental and outdoor education in urban communities, allowing students to reconnect to our nation’s treasured rivers and lakes.
A slate led by two former presidents is seeking to oust the association's current leaders, whom the challengers accuse of neglecting the group's historic mission.
They enter with higher aspirations than their white peers but are less likely to graduate in three years.
The Education Department’s Office of Inspector General calls for more safeguards and more emphasis on assuring compliance with existing requirements.
A new paper calls for making information about aid eligibility clearer and getting it to students from disadvantaged backgrounds at a younger age.
In a closely watched lawsuit, faculty members had sought to halt a new and controversial general-education curriculum.
Do graduates have the skills they need to succeed on the job? Just 11 percent of business leaders, but 96 percent of academic leaders, strongly agree.
Today, more than ever, schools and districts are managing a lot of digital data. Some of that has to do with teaching and learning, but there’s plenty more: from bus routes, to food service records, to enrollment and attendance information. Districts and schools are working to be more efficient and smarter about storing and using data. Many have chosen to move data “in the cloud,” meaning off-site data centers that securely store information.
This advancement in data storage has created some important and reasonable questions about what steps are being taken to insure that student data is kept secure and private. In a speech yesterday at the Common Sense Media Privacy Zone Conference, in Washington, D.C., Secretary of Education Arne Duncan reaffirmed that school systems “owe families the highest standard of security and privacy.”
What I want to say to you today is that the benefits for students of technological advancement can’t be a trade-off with the security and privacy of our children.
We must provide our schools, teachers and students cutting-edge learning tools. And we must protect our children’s privacy. We can and must accomplish both goals – but we will have to get smarter to do it.
Duncan noted that many school systems are showing leadership on the privacy front, such as the Kansas State Department of Education, which has developed an innovative data quality certification program to train staff on data quality practices and techniques, including privacy and security.
In a panel following the speech, Acting Deputy Education Sec. Jim Shelton talked with Julie Brill of the Federal Trade Commission about further actions the federal government can take to protect student privacy in education, floating the possibility of joint efforts between the two agencies.
Earlier today, the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC) released new guidance to help school systems and educators interpret and understand the major laws and best practices protecting student privacy while using online educational services. The guidance addresses a range of concerns regarding the security and privacy of student data.
Cameron Brenchley is director of digital strategy at the U.S. Department of Education
In many schools across America, we begin each day with a morning ritual, the pledge of allegiance. Students stand sleepy-eyed with their hands over their hearts and recite the words that make our country great “with liberty and justice for all.” And though we proclaim it every day, the harder declaration is to live it.
In my classroom, students start off each school year discussing at length what it means to be a citizen of the United States. We debate, we question, and we make reference to our school creed: Be respectful, Be responsible, Be safe and an Active Learner. Students quickly discover that we cannot begin to learn unless we know how to best support one another throughout the process.
Because self-awareness, self-control and resilience are as important as reading, writing and arithmetic, my students learn to be part of a community of learners, and that learning can only happen when they feel they are appreciated and valued.
Recently, the U.S. Department of Education in collaboration with the U.S. Department of Justice released guiding principles around School Climate and Discipline. While the guidance is comprehensive and multi-faceted, the focus is clear, schools must be both safe and supportive for effective teaching and learning to take place.
I recently sat down with Secretary Duncan to talk about the importance of school culture and fair discipline, and the need for both educators and students alike to feel safe as they pledge their allegiance each and every day.
Click here for an alternate version of the video with an accessible player.
Emily Davis is a Teaching Ambassador Fellow at the U.S. Department of Education.
The standards are intended to make it easier for distance-learning and online colleges to operate across the country, without having to observe a patchwork of state rules.
Representatives of colleges hit hard by new credit standards suggested restoring the old rules. Others on the rule-making panel asked for more information.
At North Carolina State University, some see the newly hired scholars as a "different breed."
Armed with next-gen tools, researchers are revisiting sites once thought too difficult or geologically sketchy. Some call it the "archaeology of archaeology."
Eugene Lang College wanted its graduates to speak their minds, for better or for worse.