Higher Education News
Millions of dollars in added expenses could put teams at risk.
Students at Jones Elementary School in Springdale, Arkansas face many potential obstacles to learning, including poverty, hunger, and trouble speaking and reading English. Eight years ago, only 26 percent of students were reading on grade level. With effective use of data, and real collaboration, the principal and teachers at Jones raised that to 73 percent.
“Poverty isn’t destiny,” says Principal Melissa Fink. Her team is overcoming students’ challenges by believing that every child can succeed at very high levels and creating a culture of excellence.
Teachers across the nation come to school every day hoping to make a difference in their students’ lives, and they are making meaningful changes in their classrooms. At Jones, they are doing it with a whole new level of teamwork. As teacher Jennifer Mills put it, “I used to think about just my classroom. Now, I care about the collective whole of fourth grade.” With help from principals like Fink and other educators, teachers can collaborate and set goals to challenge themselves and their students.
In this new video, see how teachers at Jones are helping their students excel. Improving Education: The View from Jones Elementary School shows how teachers and the school principal work together to encourage their students to succeed.
Fink and the teachers at Jones Elementary School work as a team to receive feedback, and they listen to and learn from each other. They also put data to work for them.
“We make all decisions at our school based on what the data tell us. We’re not just talking about test score data,” says Fink. “We’re talking about the data that teachers are collecting on a day-to-day basis in their classroom.”
We will continue highlighting extraordinary educators doing remarkable things in classrooms nationwide in our video series. To learn more, visit our Partners in Progress page.
Without provisions to improve the working conditions of part-time teachers, activists say, the proposal could undermine the quality of instruction at community colleges.
The percentage of grants won by new researchers has plateaued. The agency, determined to save fledgling careers, keeps trying new ideas to bring the numbers up.
Colgate University finds that letting graduates participate online in classes that students are taking on the campus has benefits for both.
Secretary Arne Duncan laid out a sweeping vision for the nation’s landmark education law, the Elementary and Secondary Education Act (ESEA) in a speech today at Seaton Elementary School in Washington, D.C. On the 50th anniversary of the introduction of the ESEA bill, he called for a new law that will work to ensure strong opportunities for all students, and protect the most vulnerable.
In his speech, Duncan said that as the country moves away from No Child Left Behind—the latest version of ESEA—Congress faces a choice of whether to take a path that moves towards President Johnson’s promise of equity, or a path that walks away from it. He said:
Let’s choose the path that makes good on the original promise of this law. Let’s choose the path that says that we, as a nation, are serious about real opportunity for every single child.
I believe we can work together – Republicans and Democrats – to move beyond the out-of-date, and tired, and prescriptive No Child Left Behind law.
I believe we can replace it with a law that recognizes that schools need more support – and more money, more resources – than they receive today.
A law that recognizes that no family should be denied preschool for their children, and reflects the real scientific understanding that learning begins at birth, not somehow at age 5.
A law that recognizes the critically hard, important work educators across America are doing to support and raise expectations for our children, and lifts up the profession of teaching by recognizing that teachers need better preparation, better support, and more resources to do their hugely important job.
A law that says that educational opportunity isn’t an option, it’s a civil right, a moral imperative, and the best way we can strengthen our nation and attract and retain great jobs that expand the middle class.
Duncan pointed to the progress our country has made, but warned that, “we cannot allow ourselves to believe we are yet doing justice by all of our young people.”
Not when other countries are leaping ahead of us in preparing their children both for college and the world of work. We’re not there yet when millions of children start kindergarten already too far behind simply because their parents couldn’t afford preschool.
Not when thousands of preschoolers are being suspended. And sadly, we know exactly who many of the 3- and 4-year olds often are – our young boys of color.
Not when a third of black students attend high schools that don’t even offer calculus.
Not when across the nation, far too many students of all races and all backgrounds take, and pass the required classes for high school graduation – and are still not qualified to go on to public university and take real college-level classes.
Collectively, we owe our children, and our nation, something so much better.
In laying out the path forward, Secretary Duncan said that reauthorization must be one that expands opportunity for every child, “strengthens our nation economically, improves resources for schools, and supports and helps to modernize the teaching profession.”“This country can’t afford to replace ‘The fierce urgency of now’ with the soft bigotry of ‘It’s optional.'”
Duncan made clear what a “responsible reauthorization” of ESEA must accomplish, including ensuring every child receives an education that sets him or her up for success in college, careers and life. He said that every child deserves the opportunity for a strong start through high-quality preschool, and that education that includes arts, history, foreign languages, and advanced math and science is essential, not a luxury.
ESEA must also give schools and teachers the resources they need to help students achieve, including teacher pay that reflects the importance of the work they do—regardless of the tax base of their community. Secretary Duncan also spoke to excessive testing, stating that parents, teachers, and students should be able to know what progress students are making, but that tests—and preparation for them—shouldn’t take up too much time away from instruction. “I believe we need to take action to support a better balance,” Duncan said.
Duncan made clear that he believes that schools and teachers need more resources to do their vital work, and made clear that he believes that schools and teachers need greater resources and funds to do their vital work, and announced that President Obama will seek an increase of $2.8 billion in ESEA funding in his 2016 budget request.
Secretary Duncan concluded his speech by warning that we must not turn back the clock on education progress:
The moral and economic consequences of turning back the clock are simply unacceptable.
We would be accepting the morally and economically unsupportable notion that we have some kids to spare. We don’t.
And while there is much to debate in reauthorizing ESEA, Duncan noted there are areas for productive compromise, and that traditionally, education has been, and must continue to be, a bipartisan cause.
We are at an educational crossroads in America, with two distinct paths for moving forward.
This choice, this crossroads, has profound moral and economic consequences.
In making choices for our children’s future, we will decide who we are as a nation.
For the sake of our children, our communities, and our country, let’s make the right choice.
A group of powerful conference commissioners is urging Division I leaders to join a "Coalition to Save College Sports."
As more doctoral students look for employment outside academe, they want universities to offer better advice.
James Shanahan, a scholar of television, will help students at the school keep up with the convergence of media roles.
Sue Cunningham, who is the University of Melbourne’s vice principal for advancement, will help push the organization’s international expansion.
J. Bradley Creed, provost and executive vice president and a professor of religion at Samford University, will lead Campbell. Read other job news.
Regular exercise is key to cognitive development, researchers have found. But more and more, higher education is leaving the body behind.
Michael A. Baston, vice president for student affairs at LaGuardia Community College, explains its participation in a program to help students sign up for public benefits.
The White House’s proposal bears familiar fingerprints. Here’s a tour of the research and programs that helped inform it.
The president's proposal marks a milestone in the debate over whether college is a private benefit or a public good.
Some students already have much of the cost of attendance defrayed by grants, but they’re still pleased at the prospect of broader government support.
It’s not just the community colleges themselves. Many other types of institutions have a stake in the proposal.
Tuition is just one of the expenses students face. Much of the impact of the free-college plan hinges on how it interacts with existing financial aid.