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Lynne Jordan Horoschak knew that these children could benefit from learning art, so she created a graduate program to help that happen.
Life is complicated. So is getting graduate students to finish faster.
Kaplan promises an "affordable" path to a degree by offering personalized counseling that helps students get credit for prior learning and skills.
All of our students deserve equal access to educational resources like academic and extracurricular programs, strong teaching, facilities, technology, and instructional materials, no matter their race, color, or national origin.
That’s why my office, the Office for Civil Rights at the U.S. Department of Education, released new guidance this week to educators to ensure that all students have equal access to the school resources that they not only deserve, but are their right under Title VI of the Civil Rights Act of 1964.
Our most recent Civil Rights Data Collection shows that only two out of three Latino high school students and three out of five of black high school students attend schools that offer the full range of math and science courses, defined by OCR as Algebra I, geometry, Algebra II, calculus, biology, chemistry and physics. Since the start of this Administration, OCR has received more than 260 complaints related to resource equity. OCR has also initiated 33 investigations of states, school districts and schools. Here are two recent examples from our investigations to ensure that students of color could access the educational resources that are their right:
- In a New Hampshire school district, black and Latino students were disproportionately under-enrolled in the district’s Advanced Placement courses. In an agreement with OCR, the district committed to consider increasing the numbers and types of courses offered and adding more teachers qualified to teach higher-level courses, among other remedies.
- Earlier this year, in a California school district, OCR found that during the 2010-11 school year, black students in grades 3-6 were more than 4.5 times less likely than their white peers to be identified for the Gifted and Talented (GATE) program. To rectify this, the district agreed to revise GATE criteria and enrollment practices to eliminate barriers to equal access.
We released this guidance to give schools, school districts, and states detailed information on how OCR investigates resource disparities and to set a clear framework for educators on how to comply with the fundamental principle that all students, no matter their race, color, or national origin, deserve equal access to a high-quality education.
In remarks announcing the new guidance, Secretary Arne Duncan described numerous inequities in access to strong teaching, rigorous coursework, and quality facilities. “These facts, and this reality, compels us to act,” he said. “We cannot simply wring our hands and admire the problem.”
This guidance is just one part of President Obama’s larger commitment to equity, including the recently announced Excellent Educators for All initiative. It also builds on recommendations from the Equity and Excellence Commission’s 2012 “For Each and Every Child” report.
We released this guidance to end the tired practice of offering students of color less than we offer other students and to make sure that all of our students have access to the education they deserve.
Across the Department, my colleagues are also working to provide opportunities for students of color. The Department has recently announced grants to support underrepresented students in gifted and talented programs, to develop and evaluate new approaches that can expand college access, to help at-risk high school students prepare for college, and to boost college and career readiness for historically underserved students.
Catherine E. Lhamon is Assistant Secretary for Civil Rights at the U.S. Department of Education.
It’s been tough for me to come to terms with, but, unfortunately for me, I am not in college anymore. In fact, this spring marked three years since I graduated from college and went into repayment on my student loans. I know, not the most exciting thing in the world, but important. So while I don’t claim to be a student loan expert, I have learned a lot of lessons along the way, mostly through trial and error. In hopes that you won’t make the same mistakes I did, here are some things I wish I had known when I was graduating and getting ready to start repaying my student loans:
- I should have kept track of what I was borrowing
Let’s be real. When you take out student loans to help pay for college, it’s easy to forget that the money will eventually have to be paid back … with interest. The money just doesn’t seem real when you’re in college, and I didn’t do a good job of keeping track of what I was borrowing and how it was building up. When it was time to start repaying my loans, I was quite overwhelmed. I had different types of loans and different interest rates. When I did eventually see my loan balance, I was pretty shocked.
You can avoid this problem. Had I known there was a super easy way to keep track of how much I’d borrowed in federal student loans, I would have been much better off. You can view all your federal student loans in one place by going to StudentAid.gov/login.
- I should have made interest payments while I was still in school
If you’re anything like me, you probably consumed your fair share of instant noodles while trying to survive on a college student’s budget. Trust me, I get it. But one thing I really regret when it comes to my student loans was not paying interest while I was in school or during my grace period. Like I said, I was far from rich, but when I was in college, I did have a work-study job and waited tables on the side. I probably could have spared a few dollars each month to pay down some student loan interest. Remember, student loans are borrowed money that you have to repay with interest and more importantly, that interest may capitalize, or be added to your total balance. My advice: Even though you don’t have to, do yourself a favor and consider paying at least some of your student loan interest while you’re in school. It will save you money in the long run.
- I should have kept my loan servicer in the loop
If you’re getting ready to graduate or have graduated recently and haven’t heard from your loan servicer, make sure you check that your loan servicer has up-to-date contact info for you. When I graduated and moved into my first big-girl apartment, I forgot to change my address with my loan servicer. I found out that all of my student loan correspondence was going to my mom’s address. I hadn’t even thought to update my loan servicer with my new contact information. Don’t make the same mistake I did. Keep your servicer informed of address, email, and phone changes.
- I should have figured out what my monthly loan payments were going to be BEFORE I went into repayment
By the time my grace period was over, I had a decent idea of how much I had borrowed in total, but I had no idea what my monthly payments would be. I thought I was fine. I had started my new job and been paying rent and other bills for about six months. Then my grace period ended, and I got my first bill from my loan servicer. It was definitely an expense I hadn’t fully taken into account.
Don’t make the same mistake. Federal Student Aid has an awesome repayment estimator that allows you to pull in your federal student loan information and compare what your monthly payments would be under the different repayment plans that are offered. That way, you can choose the right repayment plan, know how much you can expect to pay monthly, and budget accordingly … unlike me.
I’ll be the first to admit that this whole process can be a little overwhelming, especially when you’re new at it. But just remember, your loan servicer is there to help you. If you need advice or have questions about your student loans, don’t hesitate to contact your loan servicer. Their assistance is FREE!
Nicole Callahan is a digital engagement strategist at the Department of Education’s office of Federal Student Aid.
The Education Department should obtain more information from programs and their accreditors before approving their applications, the agency’s inspector general says.
An Iowa institution’s innovative approach is popular with foreign graduate students. It could be a model for others seeking an alternative way to finance a degree.
The ruling, in a long-running fight between the Education Department and the institutions, sends the "incentive compensation" rule back to the department.
Internet searches sometimes yield answers to questions that hiring committees are legally forbidden to ask.
The progress that America is seeing in our nation’s education system—record-high high school graduation rates, improved student achievement and more young people going to college—is helping to fuel an economy that is stronger now than when President Obama took office during the Great Recession. The President delivered that message Thursday in a speech, fittingly, on a college campus—Northwestern University, outside of Chicago—and he encouraged continued commitment toward building an economy that works for every American and an education system that supports every student.
“We have to lead the world in education once again,” Obama said.
Here’s more of what the President had to say about education, and how it’s a cornerstone of the “new foundation” for America’s 21st century economy:
America thrived in the 20th century because we made high school free. We sent a generation to college. We cultivated the most educated workforce in the world. But it didn’t take long for other countries to look at our policies and caught on to the secret of our success. So they set out to educate their kids too, so they could out-compete our kids. We have to lead the world in education once again.
That’s why we launched a Race to the Top in our schools, trained thousands of math and science teachers, supported states that raised standards for learning. Today, teachers in 48 states and D.C. are teaching our kids the knowledge and skills they need to compete and win in the global economy. Working with parents and educators, we’ve turned around some of the country’s lowest-performing schools. We’re on our way to connecting 99 percent of students to high-speed Internet, and making sure every child, at every seat, has the best technology for learning.
Look, let’s face it: Some of these changes are hard. Sometimes they cause controversy. And we have a long way to go. But public education in America is actually improving. Last year, our elementary and middle school students had the highest math and reading scores on record. The dropout rates for Latinos and African Americans are down. The high school graduation rate — the high school graduation rate is up. It’s now above 80 percent for the first time in history. We’ve invested in more than 700 community colleges — which are so often gateways to the middle class — and we’re connecting them with employers to train high school graduates for good jobs in fast-growing fields like high-tech manufacturing and energy and IT and cybersecurity.
Here in Chicago, [Mayor Rahm Emanuel] just announced that the city will pay community college tuition for more striving high school graduates. We’ve helped more students afford college with grants and tax credits and loans. And today, more young people are graduating than ever before. We’ve sent more veterans to college on the Post-9/11 GI Bill — including several veterans here at Northwestern — and a few of them are in this hall today, and we thank them for their service.
After celebrating the progress that America’s schools, colleges and universities are making, the President then set goals to further strengthen education as a pillar of the U.S. economy, starting with our youngest learners:
If we make high-quality preschool available to every child, not only will we give our kids a safe place to learn and grow while their parents go to work; we’ll give them the start that they need to succeed in school, and earn higher wages, and form more stable families of their own. In fact, today, I’m setting a new goal: By the end of this decade, let’s enroll 6 million children in high-quality preschool. That is an achievable goal that we know will make our workforce stronger.
If we redesign our high schools, we’ll graduate more kids with the real-world skills that lead directly to a good job in the new economy. If we invest more in job training and apprenticeships, we’ll help more workers fill more good jobs that are coming back to this country. If we make it easier for students to pay off their college loans, we’ll help a whole lot of young people breathe easier and feel freer to take the jobs they really want. So look, let’s do this — let’s keep reforming our education system to make sure young people at every level have a shot at success, just like folks at Northwestern do.
R. Scott Appleby, a scholar of religious history, has been named founding dean of the university’s Donald R. Keough School of Global Affairs.
Innovation in higher education is key to ensuring that our nation’s colleges and universities continue to serve our nation’s students. As part of an ambitious plan to increase value and affordability in higher education, President Obama called for the First in the World (FITW) grant program to fund innovative practices at colleges and universities.
Yesterday, ED awarded $75 million in grants to 24 colleges and universities across the country to fund innovative thinking that comes from educators working every day to ensure successful outcomes for students.
All FITW projects focus on improving college success among low-income, first-generation, and underserved students. The winning projects represent diverse and exciting approaches to improving student success. Topics addressed by FITW grantees include strengthening the critical transitions from high school to college, improving remediation, and ensuring the accessibility of instructional technology for students with disabilities.
Our nation’s colleges and universities recognize the need for innovation in order to serve students more effectively and with greater efficiency. The large number of applications — more than 500 — for FITW show that there is interest in innovation and the development of supporting evidence. The efforts at the 24 colleges and universities that received grants hold enormous promise, and will help increase momentum in the field toward implementing and testing many of the other innovative ideas that emerged during this grant competition.
Here are just a few examples of how FITW grants will benefit students:
- Southern New Hampshire University will be completely rethinking remediation by developing an online, competency-based remediation tool. It will identify gaps in students’ knowledge and provide targeted, relevant, and engaging modules to help students master competencies as they are progressing through college-level material.
- Hampton University will launch an array of integrated supports for its students, including both technological tools and new ways of organizing on-campus programming. New online programming, using Khan Academy lectures and trainings in a technical computing program called MATLAB, will be combined with redesigned math courses in the emporium model and near-peer and faculty mentoring.
- South Dakota State University will implement an innovative approach to ensuring a smooth transition to college. To serve its American Indian and low-income students better, the university will work with partners, including Black Hills State University and Oglala Lakota College. Their program incorporates experience on the college campus for high school students and allows them to participate in employment or undergraduate research to help pay for their education.
- Gateway Community College in Kentucky will reshape programs for their students to provide a more flexible path to graduation. They are seeking to accelerate completion rates, using approaches such as redesigned remediation programs. Further, they are reevaluating their pedagogy and incorporating technology on campus to engage and support their students.
- Bay Path College in Massachusetts is a two-year institution that will develop an online experience for adult students that allows for flexibility, self-pacing, and social networking. The college will incorporate learning analytics to support a wide array of services, including personalized learning and wraparound coaching.
- University of Southern California will implement and evaluate a game-based tool that gives high school students an understanding of the college search and financing processes for use in mentoring programs.
In addition to providing resources to implement these innovative programs, FITW grants will also support robust evaluation of these practices. We expect this research to add to the growing body of defensible evidence that will guide future investments in higher education and lead to more effective practices and policies intended to support students and increase college completion rates. In addition to helping students become more informed about college, we also want to help ensure that institutions are better prepared to serve them once they arrive.
President Obama has encouraged every student to pursue postsecondary education. By investing in innovation, colleges and universities are finding new ways to increase the quality, affordability, and value of higher education.
James T. Minor is Deputy Assistant Secretary for Higher Education Programs at the U.S. Department of Education.
“Over the next few years, I believe Historically Black Colleges and Universities (HBCUs) will in many respects become more essential, not less so, to meeting our nation’s educational and economic goals,” Secretary Arne Duncan told those gathered at the 2014 National HBCU Week Conference in Washington, D.C.
The Secretary affirmed the necessity and vitality of HBCUs, and pledged to help ensure that all 105 of these unique and historic American institutions continue to thrive.
The annual conference is a forum for HBCU presidents, administrators, students, and stakeholders to meet directly with federal and private sector representatives to discuss strategies for sustained impact in preparing new generations of leaders. This year’s conference – HBCUs: Innovators for Future Success – focused on the community’s efforts to remain at the forefront of educational advancement.
“We, as the current leaders of the black college community, like our predecessors, recognize the great tasks ahead of us. And, like our predecessors, we recognize that not only the future of African-American success, but the future of American and global success, rest on the innovation cultivated at or by black colleges,” said George Cooper, Executive Director of the White House Initiative on HBCUs.
Duncan used his keynote address to applaud the remarkable legacy of HBCUs and to reject the notion that HBCUs are no longer necessary in the 21st century.
“[HBCUs] still have an outsize role in preparing students to meet urgent national priorities in STEM fields, in filling teaching jobs, and in uplifting boys and men of color,” said Duncan.
He also noted the critical roles that HBCUs play in extending the reach of the My Brother’s Keeper Initiative and President Obama’s North Star education goal of again having the world’s highest proportion college graduates. And, he highlighted some of the HBCUs that are leading the way.
“At Hampton University I saw its cutting-edge Proton Therapy Institute for treating cancer. President Harvey’s vision there is remarkable. At Morgan State, under President Wilson’s outstanding leadership, the university formed a groundbreaking partnership with the Universities Space Research Association. Morgan State landed a $28 million contract—its biggest federal contract in history—to develop critical expertise on climate issues and atmospheric science,” Duncan said.
“It’s imperative that we start uplifting boys and men of color, as President Obama is seeking to do. And here again, HBCUs can help show the way,” he added. “I know HBCUs can pioneer innovation and international education.”
After the Secretary’s keynote remarks, he was joined by Richard Cordray, director of the Consumer Financial Protection Bureau, Carrie Hessler-Radelet, director of the Peace Corps, and Wendy Spencer, CEO of the Corporation of Community and National Service. The four updated the audience on a joint effort to encourage public service employers to inform their employees, volunteers and recent graduates about public service opportunities and student loan repayment options and tools – including the CFPB Public Service Toolkit to help teachers and other public servants tackle student debt.
De’Rell Bonner is a special assistant and youth liaison in the Office of Communications and Outreach at the U.S. Department of Education.
The importance of teacher diversity hits home for me as a former teacher in an urban school district. That is why I am currently a doctoral candidate studying education at Johns Hopkins University. It’s also one of the reasons I applied for an internship at the U.S. Department of Education.
I taught in a public college prep magnet high school in the District of Columbia for six years. I saw how few role models and mentors of color my students were able to find at school – and I was concerned about the impact that might have on their learning. I also wondered how our young people would gain the confidence and commitment they’d need to become leaders in their communities, when many of their school leaders did not reflect these students’ own experiences and backgrounds.
The administrators at my school were committed to having a diverse faculty, but there were many challenges. There was a small applicant pool of experienced, qualified teachers of color. Additionally, I observed that it was difficult to attract and retain educators of color in my high-needs district.
As I’ve done my doctoral research I’ve come to realize that my experience wasn’t unique. Nationwide, there’s a lack of minority teachers in the workforce, and the problem is particularly acute in urban school districts. I’ve come to realize that significant steps need to be taken to address this issue. Right now, it’s an unfortunate cycle: many promising students of color may not even consider teaching as a viable career choice because they haven’t seen many teachers that look like them.
As my research continues, I plan to focus on finding new ways to address this crisis. Here at the Department of Education, it is an issue that continues to garner the attention of senior leaders.
During a recent installment of “Ask Arne,” Secretary Duncan; David Johns, Director of the White House Initiative on Educational Excellence for African Americans; and Joiselle Cunningham, 2013 Teaching Ambassador Fellow, discussed the importance of teacher diversity.
Johns recalled his experiences teaching in an urban school, and described the role he was able to play in creating a positive school culture that handled discipline in an unbiased and constructive way, especially for young African-American boys. He noted that it’s not just important for African-American and Hispanic students to have teachers that share their experiences and culture—it is important for all students to learn from a diverse, committed, and passionate group of teachers.
One of America’s greatest strengths is its diversity. We need to do a better job of making sure our teacher workforce embodies those strengths and values.
Kristen Moore is an intern in the Office of the Secretary.
An older generation of professors and others had been planning a mass demonstration. Then a boycott of college classes unleashed students to the streets.
Take a trip through Indiana University’s unusually complete data, and you’ll get a glimpse of why top-line numbers can take you only so far.
The University of Michigan has seen an uproar over its handling of a quarterback's head injury. Some observers hope they're watching a watershed moment.
Cross-posted from the Stopbullying Blog.
October is National Bullying Prevention Awareness Month and it’s a good time for schools (including personnel and students), communities, districts, and states to take stock of current efforts to reduce and prevent bullying. Do current school climates make students feel safe, allowing them to thrive academically and socially? Are youth comfortable speaking up if they are being bullied? Are members of the community engaged and are the media aware of best practices when it comes to reporting bullying stories?
In recognition of the efforts to improve school climate and reduce rates of bullying nationwide, the Federal Partners in Bullying Prevention (FPBP) are proud to release a variety of resources aimed at informing youth, those who work with youth, members of the media, parents, and schools. These resources and more maybe found at Stopbullying.gov.
Here are several of the exciting efforts being highlighted this month:
- #StopBullying365 – All month long, the FPBP will be using the hashtag #StopBullying365 to collect stories of how individuals and communities are taking action in bullying prevention. Join StopBullying.gov on Facebook andTwitter to learn more.
- The FPBP are pleased to announce the start of a year-long relationship with NASA’s Scott Kelly, who will make bullying prevention a priority during his time in space. Watch Astronaut Kelly’s video.
- KnowBullying. The Substance Abuse and Mental Health Services Administration’s (SAMHSA) new mobile app provides parents, caretakers, and teachers with important bullying prevention information, and can help get the conversation started between parents/caregivers and children about bullying in as little as 15 minutes a day.
- Bullying, Harassment, & Civil Rights: An Overview of School Districts’ Federal Obligation to Respond to Harassment. This video, developed collaboratively by ED, DOJ, and SAMHSA, of the U.S. Department of Health and Human Services, outlines school districts’ federal obligations to respond to harassment.
- Increasing Capacity for Reducing Bullying and Its Impact on the Lifecourse of Youth Involved. This report summarizes findings from the Institute of Medicine Workshop held in April, 2014, funded by the Health Resources and Services Administration. More than 20 presenters shared research on how families, schools and communities can take effective action to stop bullying and reduce its harmful effects.
- Internet Safety Two-Part Webinar Series – On October 30, 2014 from 2-3pm EDT, the U.S. Department of Justice’s (DOJ) Office of Juvenile Justice and Delinquency Prevention National Training and Technical Assistance Center will host the first of a two-part webinar series. This series is a collaborative effort by DOJ, the U.S. Departments of Education (ED) and Agriculture, the Federal Trade Commission, the Federal Bureau of Investigation, and the Internet Crimes Against Children Task Force. The first webinar will focus on internet safety and cyberbullying. The second webinar will occur in mid-November and focus on sexting and sextortion. Stay tuned to StopBullying.gov for more information!
- Media Guidelines for Bullying Prevention. Media coverage of social issues has a big impact on how communities understand and address problems. Research and expert opinion suggest that certain trends in media coverage of bullying have the potential to do harm. This guidance offers help to journalists, bloggers, the entertainment creative community, and others who are developing content about bullying to engage in responsible reporting on this important topic.
With all of these new resources and attention, it’s a great time to consider how you can help raise awareness about bullying and take action to stop it. Teens can find inspiration by visiting our Tumblr site. Tell us what you are going to do by engaging on Facebook and Twitter using #StopBullying365.
- Join the conversation on the StopBullying.gov Facebook page
Katie Gorscak works at the U.S. Department of Health and Human Services and Sarah Sisaye works at the U.S. Department of Education.
With its universities often faring poorly in global rankings, the Indian government wants to create a national criteria to measure universities by.