This year marks the 15th anniversary of International Education Week (IEW), a time to recognize, reflect, and celebrate the important role education plays worldwide.
Educators, families and students are working hard to implement a comprehensive vision for cradle-to-career improvements here in the U.S. so every child can receive a world-class education, and to ensure that our nation remains globally competitive. But U.S. education leaders are also committed to an international education agenda that’s deeper and more collaborative than ever.
That is why, during IEW 2012, Department of Education released its first fully-integrated international strategy, Succeeding Globally Through International Education and Engagement, linking our domestic and international priorities. Increasing the global competencies of all U.S. students, learning from other countries to improve our education policies and practices, and engaging in active education diplomacy will help to strengthen U.S. education and advance our nation’s international priorities.
Just last month, Malala Yousafzai, a Pakistani teenager shot in the head by Taliban gunmen for advocating for girls’ education, became the youngest ever recipient of the Nobel Peace prize. As she said, “We realized the importance of pens and books, when we saw the guns.” What a courageous and amazing young person. All of us – educators, parents, policymakers, and world leaders – desire a bright and happy future for our children and our nations. Education must help to ensure that future: a better educated world is a more prosperous world, a healthier world, and a safer world. When we became a Global Education First Initiative (GEFI) Champion Country earlier this year, we committed to be leaders in this effort.
I’ve seen the difference education makes in my experience growing up in Chicago and later as head of the Chicago Public Schools; during my time in Australia when I worked with wards of the court; and in the communities and schools I’ve visited as Secretary. Two visits from the past year are particularly vivid for me: Columbus Elementary, situated just a few miles from the Mexico border, where students wake up before sunrise to cross the border for school each day and my trip to Haiti where I saw in the eyes of so many children the desire and commitment to get a basic education despite the odds against them.
I also place a high priority on benchmarking ourselves against other education systems and learning from them to see how we can improve. OECD’s Program for International Student Assessment (PISA), the international assessment of reading, math and science, has been an important yardstick for me because it is taken by 15-year-old high school students around the globe. The most recent PISA results show a picture of educational stagnation for the U.S., a wake-up call against complacency and low expectations. PISA also helps to show that there’s a false choice between equity and excellence: education systems as diverse as Canada and Korea can, and do, achieve both.
We know that a key component of educational success is starting early yet the U.S. is 25th in the world in our enrollment of four-year-olds in preschool. This gap highlights the urgency of our efforts to increase enrollment in high quality preschool. Young children in New Zealand, for example, can receive 20 hours of free early learning opportunities each week. Data show that 95 percent of New Zealand’s children have had some early childhood education when they start school. The U.S. rate of 65 percent pales in comparison.
We hosted – with international and domestic partners – the first-ever International Summit on the Teaching Profession in 2011, bringing together ministers and union leaders with high-performing and rapidly improving education systems from around the world to discuss how to enhance and elevate the teaching profession worldwide. The summit proved such a success that it is now hosted annually by countries around the world. What we heard at the summits have had an important impact on U.S. teacher policy, including RESPECT and Teach to Lead.
I hope, this week and every week, you’ll find ways to encourage and support the shared vision of International Education Week – that every child, in every country, grows up globally competent and appreciates cultural diversity.
Watch Secretary Duncan’s IEW 2014 message:
Arne Duncan is U.S. Secretary of Education.
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What happens when you bring representatives of 340 exemplary American schools together?
Collaboration and engagement!
Euphoria, emotion, and energy characterized the two-day celebration of the 2014 National Blue Ribbon Schools in Washington, D.C., on November 10th and 11th. The Blue Ribbon Award recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups.
More than 800 school representatives and supporters shared stories and ideas with one another and discussed how they could take their success stories to struggling schools across the country.
Secretary Arne Duncan answered questions from the assembled high-powered educators on topics ranging from early college high schools, early childhood education, and academic rigor.
Deputy Assistant Secretary for Policy and Early Learning Libby Doggett kicked off the ceremony with a talk on student equity and empowerment. Former Superintendent of the Year Marcus Johnson rocked the room with stories of the “tenacious love” of school personnel. Sean McComb, the 2014 National Teacher of the Year, brought the audience to its feet with his deeply personal account of the instrumental role two high school teachers played at a critical moment in his life.
For eight principals, the ceremony occasioned a well-deserved moment in the spotlight as they were recognized with the 2014 Terrel H. Bell award for outstanding school leadership. The award, named for former U.S. Secretary of Education Terrel Bell, honored these exemplary principals:
- Alicia Aceves of Andrews School in Whittier, CA brought her extensive reading background to focus intensely on student’s reading and writing skills through a school-wide Professional Learning Community and a daily intensive reading and writing block.
- Candis Hagaman of Caldwell Early College High School in Hudson, NC restructured the rural high school to challenge students with college-level courses and create a robust, transparent, community of practice among faculty. Caldwell now graduates 100% of seniors.
- Kathy Hunt of Edmond Doyle Elementary School in McAlester, OK, also the school’s arts teacher, has used an all-hands on deck approach, engaging all adults in her school and the business community to focus on improving student achievement in a high-needs community.
- Melissa Helene Jacobs-Thibaut of Houston Academy for International Studies in Houston, TX began the school in 2006 to provide opportunities for first-generation college-goers and equips students with national and international travel experiences and rigorous project-based learning.
- Robert Kern, Jr. of Nazareth Area Middle School in Nazareth, PA, came on board as the school was rebuilding its physical plant and struggling to exit academic warning status. Kern finessed both and introduced daily remediation/enrichment, character education, and a focus on the arts and health.
- Robert Lyall of St. Patrick’s Catholic School in Kingman, KS led his rural school through its demolition and reconstruction as a high-achieving school that now trains other schools in data use and differentiated teaching. Tapping his staff’s expertise, he has created a safe, culturally rich environment.
- Mario Marcos of Thomas Jefferson Elementary School in Compton, CA, focuses his school’s turnaround efforts around a philosophy that “Excuses Perpetuate Failure” and has rallied staff, families, and students to develop afterschool academic supports, project-based learning experiences, and character education.
- Britani Creel Moses of LaVace Stewart Elementary School in Kemah, TX closed her school’s achievement gap by introducing a two-way bilingual Spanish-English curriculum, a vibrant pre-K program, a summer program for struggling students, and mentoring programs for both students and teachers.
Aba S. Kumi is director of the National Blue Ribbon Schools Program at the U.S. Department of Education.
You didn’t pay your federal student loan for several months, and now a collection agency is calling you telling you your loan has defaulted. If you’re like many borrowers in this situation, you are probably freaked out and don’t know what to do.
Don’t worry — you still have options to remedy your situation. You don’t have to run from your debt; you can face it head-on and we can help you.
When you default on a federal student loan, you have three basic options to get your loan back in good standing:
- Loan Repayment: You can repay your defaulted loan, but just know that your lender will ask for the full amount. When you default, the entire balance of the loan is due immediately. If you are able, you can pay by check, money order, or credit or debit card. Get more info on where to send your payment. If this isn’t an option for you, keep reading.
- Loan Rehabilitation: You can rehabilitate your loan by voluntarily making at least nine payments of an agreed-upon amount over a 10-month period. You can choose your due date, and your payment has to arrive at the Department payment center within 20 days of that due date. You and the Department of Education must work together to agree on a reasonable and affordable payment plan. After you’ve successfully rehabilitated your loan, you may regain eligibility for benefits such as choice of repayment plan, loan forgiveness, deferment, and forbearance. However, it is possible that your monthly payment could increase after you make those initial nine payments due to the additional collection costs that are added to your principal balance.
- Loan Consolidation: You may be able to combine all of your federal student loans, including defaulted loans, into a new Direct Consolidation Loan. Usually, you are required to make at least three consecutive, voluntary, and on-time payments on your defaulted loans prior to consolidating. Please note that the principal balance of your new Direct Consolidation Loan may include accrued interest and collection fees. There is also an option to consolidate without making any payments; however, you must agree to one of our income-driven repayment plans as part of this consolidation, and you are required to complete income verification documents. Learn about your options for consolidating.
Now that you understand your options, it’s time to take action. First, contact the agency that is billing you to explain your situation, ask for more information on your options, and let them know that you want to work out a plan to get your loan back on track. In no time, you will be out of default and your loan will be back in good standing.
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