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More than half are on the tenure track, and the rest either are adjuncts or are working in solid occupations.
In some states, funding is now tied to how well students perform. Enter the professional student adviser.
Emerald, a paperless-exam company begun by three Penn students and funded by a student investment group, is in beta testing.
Transitions: U. of North Texas About to Choose President; Stanford Recruits Stem-Cell Expert From U. of Tokyo
Neal Smatresk, president of the University of Nevada at Las Vegas, is the sole finalist at North Texas. Read about that and other job news.
They used to be academics with some management responsibilities. Now they're more like managers who happen to work in academe.
Roderick H. Dashwood has moved from Oregon State University to build a Center for Epigenetics & Disease Prevention in Houston.
Amid higher education's rapid changes, the continuing value of the lengthy, complex accreditation process is raising skeptical questions.
Global warming has fostered the discovery of artifacts in high-altitude ice patches—finds that have opened a new field.
The odds were stacked against Baltimore’s Frederick Douglass High School.
The nation’s second oldest historically integrated public high school faced a steep dropout rate, scores of students repeating multiple grades and dismal test scores. But with the help of a $4.2 million federal School Improvement Grant (SIG), the 900-student school has cut that dropout rate in half and seen test scores rise dramatically since 2011.
Dr. Antonio Hurt, who took the helm at Douglass during the first year of the school’s SIG program, opened a night school where students can get tutoring or take credit recovery classes so they can graduate on time. He expanded a recording and media production studio and began a law program where career and technical students can train. He created a dual enrollment program where his high school students earn college credit at nearby Baltimore City Community College. Hurt removed more than half the school’s staff in the first year and hired staff focused on creating a college-going culture for every student.
Hurt split the school into two academies: the Academy of Innovation where students develop the courage and intellectual habits to be creative, and the Academy for Global Leadership and Public Policy, designed to graduate future leaders of government, industry and communities.
“We dug into the data. We wanted to make certain we had programs to meet the entire population of kids,” Hurt said.
After the first year of turnaround efforts, the school increased proficiency rates in English language arts from 41 percent in 2011 to 53 percent in 2012. Math proficiency rates rose from 32 percent to 44 percent. While there’s still plenty of work to be done, Hurt says the school’s 2013 numbers are promising, too.
The SIG program is a key component of the Department’s strategy for helping states and districts turn around the nation’s lowest-performing schools. Under the Obama Administration, more than 1,500 schools like Douglass have implemented comprehensive turnaround interventions aimed at drastically improving achievement. Despite difficult learning environments, SIG schools have increased proficiency rates in math and reading since 2009, demonstrating the importance of targeted investments over time.
Dorie Turner Nolt is press secretary at the U.S. Department of Education
Graduation rates are an indicator of how well prepared a state’s students will be for college and careers. So, it’s particularly encouraging that many states are improving their graduation rates, according to data released earlier today that details preliminary four-year high school graduation rates in 2011-12. This is the second year for which all states used a common, rigorous measure to indicate how many students receive diplomas.
The data shows that 16 states reported graduation rates at or above 85 percent, compared to only nine states who reported the same graduation rates in 2010-2011 – indicating a small but encouraging sign of improvement. Today’s data release also shows that Iowa’s high school graduation rate was the highest in the country in 2011-12 at 89 percent. Because states are still working out the details of calculating and reporting the new cohort rate, changes in reported rates from 2010-11 to 2011-12 might not represent actual changes in graduates and any year-to-year comparisons should be interpreted with caution.
Building off this newly available data, the National Center for Education Statistics (NCES) will release a report in early 2014 on on-time graduation rates for school years 2010-11 and 2011-12. On-time graduation rate indicators provide a measure of the percent of students that successfully complete high school in four years with a regular high school diploma.
Before last year, the varying methods used by states to report graduation rates made comparisons between states unreliable. The new, common metric – in its second year of use – gives states, districts and schools a chance to promote greater accountability and to develop strategies that will reduce dropout rates and increase graduation rates in schools nationwide. There continues to be some variance in how it is implemented in each state, leading to some marginal accounting differences between states.
The transition to a common, adjusted four-year cohort graduation rate reflects states’ efforts to create greater uniformity and transparency in reporting high school graduation data, and it meets the requirements of October 2008 federal regulations. A key goal of these regulations was to develop a graduation rate that provides parents, educators and community members with better information on their school’s progress while allowing for meaningful comparisons of graduation rates across states and school districts. The graduation rate measurement used now also accurately accounts for students who drop out, transfer, or who do not earn a regular high school diploma within four years.
These 2011-12 graduation rates are state-reported data, and states are responsible for verifying the accuracy of these data. The rates are a key element of state accountability systems. States that have been approved for ESEA flexibility are required to use the four-year adjusted cohort graduation rate as a significant element in their school accountability systems and are currently doing so now.
The 2011-12 data can be viewed here using the Build a State Table Tool, under Achievement Data > Graduation Rate Data > Regulatory Adjusted Cohort Graduation Rates: 2011-12.
An agreement between the university and the UAW ends a dispute that was pending before the federal labor board over the students' unionization rights.
The precautions Princeton is taking amid a meningitis outbreak are the latest in a string of challenges that campus health officials have faced in recent years.
The scholar will spend half the year in New York and half the year teaching at the university's dozen overseas campuses, principally in Abu Dhabi.
Arriving at Chicago’s Wheeling High School on brisk October morning, we sensed that something awesome was about to happen. The anticipated arrival of Secretary of Education Arne Duncan and other dignitaries generated a palpable energy that spread to us – college interns soaking in the behind-the-scenes excitement at the official opening of the school’s new nanotechnology lab.
However, we found WHS itself — powered by strong leadership — to be a true lightning rod for student success. It has harnessed partnerships with employers to spark students’ interest in nanotechnology and other Science, Technology, Engineering and Mathematics (STEM) career pathways – which is also the aim of newly-announced federal Youth CareerConnect grants.
Tucked into a modest community in Chicago’s northwest suburbs, Wheeling is among the first high schools in the nation equipped with a nanotechnology lab. Nanotechnology allows users to examine matter atom-by-atom, and is typically studied only in industry laboratories and on college campuses.
Former principal (now Associate Superintendent) Dr. Lazaro Lopez secured an investment from the Illinois Science and Technology Coalition of businesses, colleges and research labs for the $615,000 lab. The ISTC is partnering with Wheeling HS to coordinate the lab’s use as a regional resource for other schools as well as businesses as part of the Illinois Pathways program, which aligns education, business and government resources to provide students career pathways in high-growth STEM areas. Illinois Pathways is partially funded by an ED Race to the Top grant. Additional funding for the lab came from District 214.
Nanotechnology is just the latest element of Wheeling’s structure to support STEM careers, spearheaded by Lopez beginning in 2007. Named Illinois’s 2013-2014 Principal of the Year, Lopez wanted “kids to graduate from Wheeling High School with a future.” HIs vision is becoming a reality.
While still in high school, students can gain real-world experience in STEM fields, from nursing to manufacturing, and now nanotechnology. Through a dual-credit partnership with nearby Harper College, students are often able to transition out of high school with industry certification or college credit – an impressive feat for a school with 40 percent of its students classified as low-income.
Since the school began its STEM focus, students have earned during their years at WHS:
- 108 industry certifications
- College credit for 460 dual credit classes
- College credit for 3,171 Advanced Placement classes, which have had enrollment spike by 161 percent at Wheeling since 2005.
Noting the widespread excitement surrounding Wheeling’s innovation, Secretary Duncan told reporters that it “isn’t just about jobs.”
“It’s about being excited about coming to school every day,” he said. “It’s about having relevance to the real world.”
Lopez seemed thrilled but not surprised by the impact of his vision turned into reality.
“I knew that our teachers could deliver, and our students could take the leap,” he said, during a panel discussion with the Secretary, and a teacher and students.
As two college students – a physics major and a future educator – we certainly hope that other high schools follow Wheeling’s example. We’re excited that the U.S. Department of Labor’s new $100 million Youth CareerConnect grant program that will help many schools to make that leap!
Aliana Piatt and Elliott Washington are interns in ED’s Office of Communications and Outreach in Chicago
To kick off International Education Week 2013, the U.S. Department of Education cohosted the release of Mapping the Nation, an innovative online resource developed by Asia Society, Longview Foundation and SAS. Using an interactive map and infographics, Mapping the Nation shows how connected each state and county is to the rest of the world. With nearly one million data points related to economics, demographics and education, we can see how prepared our states and local communities are to operate effectively in an increasingly interconnected world.
I decided to look at the data for Virginia, where I live. As a state, we are highly global: an increasing percentage of the state’s population is foreign born and we have substantial engagement in international trade. The map shows, however, that there is quite a bit of variation within the state. This new interactive online map and the infographics are powerful because they bring the data together in one place and highlight facts in a visual and compelling way, providing the spark for analysis, discussion and action.
In Secretary Arne Duncan’s introductory remarks during the release, he said that “tools like this will help us to better understand the current and growing demand for globally-competent workers. … This type of information can help inform bold education reform and workforce development strategies in our states and communities, in ways that will grow the available talent and better meet our employer needs.”
During the event we heard from an esteemed panel about how the map can inform and help advance efforts at the national, state and local levels. We heard how important it is for a state to prepare a globally competent talent pool in order to attract international business and investment. For example, we learned how businesses like SAS are looking for technical skills, but in conjunction with second languages and cultural awareness, since many staff will work with teams in other countries. We also heard that Kentucky is working to develop a global competency diploma that would recognize students who have studied world languages and other coursework with strong global implications.
Another suggestion was to share the map with teachers so they can understand what is happening in their communities and see how it links to what is happening in schools. If teachers are convinced of the importance of global competency and are globally competent themselves, they will more easily impart that to their students.
The data highlight different patterns across communities—some have high concentrations of international students and scholars; some have diverse immigrant populations who are spread across the wider area; some have highly concentrated immigrant populations; and some have little diversity. These different patterns have quite different implications for business and education.
I’m optimistic that Mapping the Nation will spark conversations across the country–with teachers, students, parents, business leaders, policy makers and others—and challenge all of us to work more effectively to build a stronger pipeline of globally competent young people.
Maureen McLaughlin is senior advisor to the Secretary and director of International Affairs
If you are a young woman entering college, there is at least a one in five chance that you will be the victim of attempted or completed sexual assault.
Although colleges and universities have taken recent steps to address and prevent sexual assault, instances of sexual violence have long-term effects for victims and communities, fostering a climate of fear and disrespect and damaging the physical and psychological health of victims. Sexual assault creates an environment that can limit learning and undermine students’ ability to achieve their full potential.
At the Department of Education, we understand that victims of sexual assault are more likely to suffer academically, to experience depression and post-traumatic stress disorder, to abuse alcohol and drugs, and to contemplate suicide. We also know there’s a need for improved victim services and support, increased accountability for those who commit acts of sexual violence, and stronger efforts to ensure that colleges and universities comply with federal laws that aim to make our campuses safer.
Research and best practices coming out of the field of public health and the Centers for Disease Control and Prevention (CDC) support the need for a comprehensive, coordinated approach to violence prevention. The Department of Education encourages campus and community efforts to increase awareness and engage in primary prevention campaigns.
Some key elements of effective prevention
Objective 1. Engage the college community in prevention efforts
- Establish a distinctive and positive brand for the campus prevention and support campaign
- Devote adequate staff time for meaningful engagement across the learning community
- Make this campaign a clear and visible priority for leadership
- Increase options and opportunities for engagement around the issue
- Formally and informally embed prevention across the entire ecology of the college, for example:
- Curriculum infusion
- Internships and partnerships across campus
- HR manual and policy changes, as needed
- Faculty and coach toolkits
Objective 2. Change the current norms from bystander inaction to engagement
- Establish a distinctive and positive brand for bystander engagement
- Invite a critical mass of community members to attend a research-informed, data driven bystander program
- Infuse positive bystander messaging across formal and informal mechanisms for shaping community norms (admissions policies, freshman trips, classrooms, residential life, student groups, athletic teams, etc.)
Objective 3. Promote a culture of victim support and reporting
- Establish a distinctive and positive brand for victim-assistance efforts
- Shift responsibility to report and seek support from victim to bystander
- Offer response services
- Establish a fair and effective judicial system
- Increase doors of access for victims to engage, for example:
- Arts and advocacy
- Volunteer opportunities
- Empowerment through engagement
Our colleagues at the Department of Justice are also focused on this issue. We have included links to some of the exciting work they have done to provide schools with resources and to build on existing efforts:
Eve Birge is a education program specialist in the Office of Safe and Healthy Students