Questions Continue About Department’s Ignorance of Corinthian’s Financial Status

Chronicle of Higher Education - Fri, 2014-07-11 02:59

Given the amount of data available to Education Department officials, "I have no idea how they could not know," says one scholar of for-profit colleges.

Categories: Higher Education News

U. of Delaware Pulls Plug on Controversial Power Plant and Data Center

Chronicle of Higher Education - Fri, 2014-07-11 02:56

After a campus committee issued a stinging critique, the university decided the $1.1-billion deal was not consistent with its goals.

Categories: Higher Education News

Win or Lose in Antitrust Case, NCAA Is Facing Change

Chronicle of Higher Education - Fri, 2014-07-11 02:55

Player endorsement deals, an idea once considered taboo, have people talking in college sports.

Categories: Higher Education News

How the U. of Texas Flagship’s Chief Built the Power Base That Saved His Neck

Chronicle of Higher Education - Fri, 2014-07-11 02:55

William C. Powers Jr. survived an effort to fire him thanks to a realization: I need friends as powerful as the governor’s.

Categories: Higher Education News

In Passing 3 Bills, House Panel Takes First Step to Renew Higher Education Act

Chronicle of Higher Education - Thu, 2014-07-10 13:05

The legislation would promote competency-based education, expand financial counseling for student-loan borrowers, and streamline data provided to prospective students.

Categories: Higher Education News

Four-year-old Talks About San Antonio’s Promise Zone

U.S. Department of Education Blog - Thu, 2014-07-10 08:49

Too many of our children grow up in neighborhoods of concentrated poverty where zip codes determine destinies. To address this inequality, President Obama has laid out a comprehensive strategy to create ladders of opportunity to ensure that all children can achieve social mobility.  Education plays a critical role in this strategy, particularly in the President’s Promise Zone initiative.

Mauricio, a four-year-old student at Tynan Early Childhood Education Center, became the star of the event. (Photo credit: U.S. Department of Education)

On June 19, Secretary of Education Arne Duncan traveled to San Antonio, one of the first of five Promise Zones, to participate in a town hall discussion on how the initiative has impacted the community. The discussion took place at Tynan Early Childhood Education Center, where Principal Gregorio Velazquez kicked off the event by introducing an unexpected guest to give the opening remarks and welcome Secretary Duncan. The speaker was Mauricio, a four-year-old student at Tynan who would prove to be the star of the event.

Principal Velazquez describes Mauricio as a remarkably intelligent student. Throughout the school year when he visited Mauricio’s classroom, he was struck by Mauricio’s inquisitiveness and politeness. He stood out among his peers, always asking thoughtful questions and exhibiting extraordinary manners.

The crowd of parents and school administrators was gleaming with pride as young Mauricio, with the help of a step stool, marched up to the podium and confidently began to speak. With incredible poise, Mauricio thanked Secretary Duncan, San Antonio Mayor Julian Castro, and the parents and community members in the crowd for visiting Tynan.

“We will continue to need your support as we move up to the next level of our education,” he read. “We appreciate all you do to help us with our journey on becoming responsible students and citizens.”

As Mauricio finished, the audience erupted with cheering and applause. Secretary Duncan was beaming, clearly moved by Mauricio’s stellar performance. It was not only the eloquence of Mauricio that touched the audience, but also what his performance symbolized.  Mauricio was the epitome of the great success of Tynan and the progress of its surrounding community as one of the Administration’s first designated Zones.  He demonstrated that, especially for early learners, a good education goes a long way and has a profound impact on future success.

To date, the Department has awarded more than $200 million in Promise Neighborhood grants.  The Promise Zone Initiative has worked to foster partnerships between communities and businesses to create jobs; increase economic security; expand educational opportunities; increase access to quality, affordable housing; and improve public safety. The first five zones are in San Antonio, Los Angeles, Philadelphia, southeastern Kentucky, and the Choctaw Nation of Oklahoma. Promise Neighborhoods will play an important role in several of the zones.

Anna Kamen is a rising senior at Princeton University. She is interning with the Press Office at the U.S. Department of Education.

 

Categories: Higher Education News

Texas Showdown Is Averted, With President to Stay On for a Year

Chronicle of Higher Education - Thu, 2014-07-10 02:59

After days of mounting tension, the chancellor backs away from a demand for a hasty exit by the Austin campus’s chief.

Categories: Higher Education News

Smaller Share of Freshmen Stick It Out to Sophomore Year, Report Says

Chronicle of Higher Education - Thu, 2014-07-10 02:56

While the retention rate (students returning to the same college) stayed about the same, the persistence rate (students remaining enrolled anywhere) declined by 1.2 percentage points.

Categories: Higher Education News

Senate Committee Has Tough Questions for NCAA Leader

Chronicle of Higher Education - Thu, 2014-07-10 02:56

The association faces criticism for failing to provide adequate health and scholarship protections for players.

Categories: Higher Education News

One Professor Schemes to Keep Colleges in the Web’s Fast Lane

Chronicle of Higher Education - Thu, 2014-07-10 02:55

Is net neutrality doomed? Bill Baker has an idea: a space for the public sector on the Internet.

Categories: Higher Education News

Senator’s Survey Finds Subpar Response From Colleges to Sexual Assault

Chronicle of Higher Education - Wed, 2014-07-09 14:02

More than 40 percent of colleges have not conducted a single investigation into sexual violence in the last five years, according to the survey.

Categories: Higher Education News

What’s Missing From the NCAA’s Concussion Guidelines

Chronicle of Higher Education - Wed, 2014-07-09 02:57

The document offers suggestions, critics say, but stops short of a mandate to help the association clean up one of its biggest problems.

Categories: Higher Education News

With President’s Job on the Line, U. of Texas Faculty Steps Up Support

Chronicle of Higher Education - Wed, 2014-07-09 02:55

A day before the Board of Regents is expected to vote on the fate of William C. Powers Jr., faculty leaders warn of "chaos" on the flagship campus.

Categories: Higher Education News

The Importance of Hearing from Teachers Around the World

U.S. Department of Education Blog - Tue, 2014-07-08 12:33

A sweeping majority of secondary school teachers in the U.S. report that they are satisfied with their jobs — that is one of the main takeaways from a new survey, called the Teaching and Learning International Survey (TALIS). The survey provides a unique opportunity to hear from U.S. teachers and to compare the views of educators in this country with those from educators around the globe.

According to the report from the Organisation for Economic Co-operation and Development (OECD), 89 percent of U.S. teachers are satisfied with their job – nearly the same as the international average of 91 percent. According to the survey, which reflects self-report by “lower secondary” teachers (grades 7, 8 and 9 in the United States), 84 percent of U.S. teachers surveyed stated that they’d choose teaching if they could decide on a career path again. This positive response is higher than the average (78 percent) for other TALIS countries.

In 2013, TALIS surveyed more than 100,000 lower secondary teachers and principals in 34 education systems around the world, asking them for their views on job satisfaction, working and classroom conditions, professional development, teacher appraisal, and more.

Unfortunately, while U.S. teachers and principals are positive about their jobs, their optimism doesn’t extend to believing that society values their work. Only one-third of U.S. lower secondary teachers believe the teaching profession is valued in U.S. society, which is slightly above the TALIS average, but well below other high-performing education systems. In Singapore, 68 percent of teachers believe their society values their profession; in Korea, 67 percent do; and in Finland, 59 percent feel that way.

TALIS shows highs and lows in the area of teacher training and professional development as well. Lower secondary teachers in the U.S. report higher-than-average levels of education and participation rates in professional development (PD), but they are less positive about the impact of PD. For example, nearly all U.S. lower secondary teachers have completed higher education. And, 84 percent of U.S. teachers report that they attend courses or workshops, compared with the TALIS average of 71 percent. But in every PD content category, U.S. lower secondary teachers are less likely to report a moderate or large impact on their teaching.

TALIS also shows that U.S. lower secondary teachers tend to work independently, with 42 percent of teachers reporting that they never engage in joint activities across classes and age groups. Half of U.S. teachers report that they never observe another teacher’s classes or provide feedback to peers.

TALIS presents an opportunity for teachers, principals, policymakers and others to delve more deeply into data that can be beneficial in the effort to support and elevate the teaching profession in this country.

Engaging with teachers in discussions on teacher leadership through new initiatives like Teach to Lead and the Department of Education’s RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) project are important parts of the effort to make teaching a valued and respected profession on par with medicine, law, and engineering in this country. It’s our hope that the next TALIS survey, which will be conducted in 2018, shows even further increases in teacher satisfaction, collaboration, and their perception about the value of their critical profession.

For more information, please see TALIS data tables at NCES, the OECD’s U.S. country report, and the OECD’s international report.

Maureen McLaughlin is senior advisor to the Secretary and director of international affairs and Curtis Valentine is a Council on Foreign Relations fellow working with the International Affairs Office.

Categories: Higher Education News

2014 U.S. Presidential Scholars Reflect on Their Experiences

U.S. Department of Education Blog - Tue, 2014-07-08 10:02

The U.S. Presidential Scholars Program was established by executive order of the President 50 years ago. The program recognizes and honors some of our nation’s most distinguished graduating high school seniors and was expanded in 1979 to recognize students who demonstrate exceptional talent in the visual, creative, and performing arts.

Each year, 141 students are named Presidential Scholars, one of the nation’s highest honors for high school students.

In a previous post, as part of the 50th anniversary of the program, ED collected reflections from past winners. Now we look at reflections from current winners who recently experienced their National Recognition Program.

First Lady Michelle Obama participates in a group photo with Presidential Scholars in the East Room of the White House, June 23, 2014. (Official White House Photo by Lawrence Jackson)

Erika Carrera, U.S. Presidential Scholar from Nevada

The Presidential Scholars Program was, without a doubt, the best program I have had the privilege and honor of participating in. I was able to create a permanent connection with so many outstanding individuals, from all across the United States. I learned about other cultures and customs. Although we were all different, we had a unique bond and  unique stories to tell. This program taught me that everyone holds different values and ideas; yet when we come together, it is our differences — our viewing the world from dissimilar perspectives — that helps us solve the problems we face.

Being a Presidential Scholar is something I will keep with me for the rest of my life. I only hope to be able to return in future years to help another generation of scholars on their path toward success.

Michael Chen, U.S. Presidential Scholar from Colorado

My favorite part of the National Recognition Program was the diversity of talents and passion that I saw within each individual scholar and in the group as a whole. The incredible performances by the Arts Scholars and the unique presentations of talent at the talent show on the last day, really exemplify what it means to be a Presidential Scholar: we are a group that can succeed at anything we put our minds to. Indeed, I am looking forward to hearing about the amazing things that all of you will do in the future! #psp4life

Ray Lu, U.S. Presidential Scholar from Texas

The National Recognition Program was an experience I will never forget–considering all of the amazing people I met, experiences I had, and thoughts I shared. From inspired and brilliant peers, to congressmen and the First Lady herself, each and every person had a profound impact on me, in terms of understanding other people, recognizing the nuances of the world around us, and discovering more about my passions. The fellow Presidential Scholars I encountered were some of the most engaging individuals I had ever held conversations with, and we had much in common through our virtues and values in life. The Program itself was a catalyst for us to create this network of people that could serve as both a support system and a friend group. Lastly, the pensive atmosphere was enhanced by the questions we asked and the answers we gave in return. The most lasting memory from my time in DC will be a conversation I had late at night on the final day with 20 fellow Scholars. We shared our future goals and gave thoughtful answers to the question, “Why were we selected as Presidential Scholars?” The responses opened my eyes in terms of perspective, and I realized, at the very end, how humanizing the entire process was. In essence, my time at the National Recognition Program was not only a moment of celebration, but also a vivid period of growth as I turn to face what the future holds.

Michael Mei, U.S. Presidential Scholar from Pennsylvania

We met. All fifty states rolled from our tongues and suddenly we felt everywhere at once. We savored the taste of that complete and eclectic cornucopia of places. We relished the “Oh, you know him!?” and the “What’s it like out there?” alike. We knew as we talked that each of us harbored remarkable stories and had done remarkable things. And we knew that even the piles of accolades upon which we sat could not come close to defining us completely. We were defined by our smiles, our reckless aspirations, our passionate and unwavering voices. And we were defined by the solemn and bursting pride with which we received an award, meant not just for us, but also for our parents, friends, and communities. As we stood at the East Room of the White House in our best attire, we had the sense of having arrived, not at a final peak, but at a sort of springboard to higher summits. Some inexplicable and wildly sure sense of hope. And as our senators took the podium and urged us to political engagement, we silently pledged ourselves to new and daunting responsibilities. Most memorable? Seeing the Presidential Arts Scholars perform at the Kennedy Center: their show, at once electric and contemplative, moved some of us to tears. Dances and stanzas poured with terrifying spontaneity, sometimes unfathomable and discomforting (as art should be) but always virtuosic. A performance, I learned, is different when the people on stage are not only the premier young artists of the country, but also good friends. Then, all too soon, the final night: “See all those kids fist-pumping and going crazy?” Someone marveled. “They’re some of the best students in the country.”

Aaron Orbey, U.S. Presidential Scholar from Massachusetts

Having never before toured D.C., I enjoyed the distinct pleasure of visiting our Capitol with such humble and humbling, such inspired and inspiring, new friends—artistic scholars and scholarly artists alike. Exciting too, was the guidance of past scholars serving as advisors, whose presence reminded me that this network of awesome people will continue to grow and stay with us. I don’t ever want to forget the hush of voices as the First Lady strolled into the East Room or the tessellating of shadows on the Kennedy Center stage as the lights dimmed and an audience, enraptured, erupted into applause. But I’m not worried because I think I’ll always remember. And I’m so grateful for the experience.


[View the story "U.S. Presidential Scholars Program Celebrates 50th Anniversary" on Storify]
Categories: Higher Education News

Predictive Analytics Reporting (PAR) Framework Project to Launch as Independent Non-Profit Organization - Digital Journal (5/29/2014)

WICHE in the News - Tue, 2014-07-08 08:23
Boulder, CO (PRWEB) May 29, 2014 The Western Interstate Commission of Higher Education and the Predictive Analytics Reporting Framework, known as PAR, have announced plans for PAR to become an independent, 501.c.3 (not-profit) organization. The targeted launch date for PAR independence is December 9, 2014.
Categories: Higher Education News

Egyptian President to Appoint Key University Administrators

Chronicle of Higher Education - Tue, 2014-07-08 08:10

The move reverses a long-sought after policy that gave faculty in Egypt’s public universities the right to elect their leaders.

Categories: Higher Education News

Social Media Tips for Educators: Driving Success Through Smart Policies

U.S. Department of Education Blog - Tue, 2014-07-08 07:00

This week, we’re bringing you our third social media tip sheet for educators.

We told you last week about how to effectively build capacity within a state or local district. And we’ve also blogged about developing innovative engagement in a specific community.

Now, we’re discussing smart policies.

Solving the problem of properly planning and creating a structure so that social media efforts — like those in traditional or mainstream media — are strategic, purposeful, measurable and in keeping with the organization’s guiding principles is challenging.

While many agencies do not have specific social media policies — typically either because all social media work is done by one person or a small team within the communications division — many departments find policies necessary as their efforts expand and include other parts of the agency. Some states have lengthy written policies, some adopt state policies and some have less formalized policies or guidelines to inform staff work. Our third tip sheet outlines three key lessons learned related to successful social media policies.

But we’re not done! We still have one more tip sheet for educators, which we will roll out next week. Stay tuned!

Dorothy Amatucci is a digital engagement strategist at the U.S. Department of Education.

Categories: Higher Education News

How a Class That Graduated in the Early Days of the Recession Has Fared Since

Chronicle of Higher Education - Tue, 2014-07-08 02:58

New federal data offer a glimpse at the employment picture for graduates who earned bachelor’s degrees in the 2007-8 academic year.

Categories: Higher Education News

Education Department Didn’t Set Out to Shut Down Corinthian

Chronicle of Higher Education - Tue, 2014-07-08 02:57

When it imposed financial restrictions in June, the department didn't expect that would lead to the company's agreement to sell or close its campuses.

Categories: Higher Education News
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