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A scholarship program that sends nearly 45,000 Saudi students to the United States restricts the number of online classes they may take. But the rules remain unclear.
They stay enrolled, post solid grade-point averages, and complete nearly all of the credits they pursue, according to a study of 23 campuses.
This week’s announcement of U.S. Department of Labor’s $100 million Youth CareerConnect initiative is exciting news for our nation’s high school students, employers, and communities.
At Jobs for the Future, we believe all high schools can benefit from partnering with employers, colleges, and the workforce system to build seamless pathways through college and into technical careers. And thanks to funding from Youth CareerConnect, 25 to 40 school districts will soon join this growing movement.
For over 10 years, we have seen students excel in early college high schools that enable them to earn up to two years of free college credit or an Associate’s degree. These schools engage, support, and challenge all students—especially low-income and first-generation college goers—to pursue higher education, with excellent results.
We also see promising employer/high school partnerships nationwide, including:
- Carrollton, Georgia’s 12 for Life program (supported by Southwire, a leading wire manufacturer) where students have access to classroom instruction, on-the-job training and certificates, skill development, and employment opportunities.
- West Springfield, Massachusetts’ Pathways to Prosperity project, where students pursue careers in advanced manufacturing on pathways that connect West Springfield High School with Springfield Technical Community College and local manufacturers.
- And of course, Brooklyn’s well known P-TECH Early College High School.
We need more of these partnerships in this country to help ALL young people succeed in today’s economy and to address America’s skilled worker shortage. Youth CareerConnect can help provide a boost we need to ensure quality pathways to postsecondary credentials and high-demand careers.
Marlene B. Seltzer is President/CEO of Jobs for the Future
Job opportunities will increase by 2 percent for graduates across all degree levels, says a report from researchers at Michigan State University.
The grants encourage letting students earn college and industry credentials while in high school. Critics applaud the goal but question the method.
After a professor criticized "support our troops" sloganeering, the university issued a statement saying it was sure the campus did not share his views.
Those disciplines accounted for 32 percent of all bachelor's degrees in 2013, up from 30 percent in 2009, new data show.
The Education Department's plan for judging vocational programs goes too far, for-profit-college leaders say. But student advocates say it doesn't go far enough.
A new report from the Data Quality Campaign says the information is not always shared with other agencies to drive better policy decisions.
Cathy A. Trower has spent more than a decade revealing what faculty members think about their job conditions and helping colleges improve them.
We have a tendency in our fast-moving world to focus on controversial-sounding soundbites, instead of the complex policy debates that underlie them. Unfortunately, I recently played into that dynamic. A few days ago, in a discussion with state education chiefs, I used some clumsy phrasing that I regret – particularly because it distracted from an important conversation about how to better prepare all of America’s students for success.
In talking about the importance of communicating about higher learning standards, I singled out one group of parents when my aim was to say that we need to communicate better to all groups – especially those that haven’t been well reached in this conversation. I have not been shy in letting the country know the enormous value of the state-led movement to prepare young people for college and careers. My goal was to urge elected leaders and educators to be more vigorous in making that case, too, particularly when recent polling shows that a majority of Americans may not even know what these higher standards are.
More rigorous standards for what students should know and be able to do have the potential to drive much-needed improvements in America’s classrooms. The state-created standards known as the Common Core are widely supported by teachers—three-quarters of whom have said in surveys that higher standards will improve instruction—and by leaders from both sides of the aisle. Republican Mike Huckabee, former Governor of Arkansas, has written, “From an economic and workforce development perspective, these standards are critical.” Democratic Governor Jack Markell of Delaware has said these standards emphasize “the ability of our next generation of workers – your kids, our kids – to apply lessons learned in the classroom to real-world situations.”
I want to encourage a difficult conversation and challenge the underlying assumption that when we talk about the need to improve our nation’s schools, we are talking only about poor minority students in inner cities.
This is simply not true. Research demonstrates that as a country, every demographic group has room for improvement. Raising standards has come with challenging news in a variety of places; scores have dropped as a result of a more realistic assessment of students’ knowledge and skills.
Every parent wants the best for their children. Every parent deserves accurate information about how their kids are doing in school. And every community can be doing more to challenge all its students and bring out their individual brilliance.
As a parent of two children in public school, I know no one enjoys hearing tough news from school, but we need the truth – and we need to act on it. The truth is we should be frustrated that as students, parents, and citizens, we’ve been hiding the educational reality, particularly as other countries are rapidly passing us by in preparing their students for today and tomorrow’s economy. However, we should use this passion to say that the status quo is not acceptable and that we want more for all students.
Good communication matters, because the transition to higher standards isn’t easy. While the work of implementing reform is absolutely challenging, it’s time to come together to do what’s necessary to provide all our students the educational opportunities they truly deserve.
Let’s get back to that conversation, because it’s an important one for our country.
Arne Duncan is U.S. Secretary of Education
Secretary Arne Duncan joined members of Congress, business and military leaders, law enforcement officials, educators and parents last week, to voice support for a landmark early learning bill. Introduced by Sen. Tom Harkin (D-Iowa), Rep. George Miller (D-Calif.), and Rep. Richard Hanna (R-N.Y.), the Strong Start for America’s Children Act would improve and expand high-quality early learning opportunities for children from birth to age five.
Earlier this year, President Obama proposed a new partnership with states that would provide universal, high-quality, full-day preschool for 4-year olds from low- and moderate-income families. The new bill, if signed into law, will accelerate the progress that states already are making to implement high-quality preschool programs and ensure that these programs are accessible to children who need them the most.
Click here for an alternate version of the video with an accessible player.
Meredith Bajgier is a public affairs specialist at the U.S. Department of Education
Adjuncts' best allies at universities, people attending a weekend forum said, are not tenured faculty members but students and hourly service workers.
The NYU scholar's one-year position at the foundation signals its sharpened focus on educational quality.
The Senate is expected to vote on Monday on a proposal limiting the president's ability to make technology deals without the approval of faculty members who would be affected.
Our Marathon, a crowdsourced online archive, began collecting material soon after the Boston bombing last spring.
Marshall M. Criser III, president of AT&T Florida, has been named the sole finalist for the Florida job. Read about that and other job-related news.
Richard M. Locke had spent nearly his whole career at MIT when he agreed to become director of Brown's Watson Institute for International Studies.
Penn State's next leader, like those of many other colleges after crises, will have to acknowledge a tumultuous recent history and define a new era.