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The AAUP's budget crunchers produce analyses showing colleges to be in solid financial shape.
The latest bid to oust the Austin campus’s president came from the system chancellor. It drew quick rebukes as political interference.
The names of the colleges to be sold—nearly all of the for-profit higher-education company’s locations—won’t be disclosed until Monday.
At least 165,000 applicants have overlooked a decimal point, reporting their incomes as much higher and thus limiting their aid options.
Six months ago, the Department of Education launched a new blog, PROGRESS, to highlight innovative ideas, promising practices, and lessons learned through K-12 education reforms across the country.
Incredible work is happening throughout the U.S. in schools, districts, and states to improve teaching and learning, and, as Secretary Duncan has pointed out, the best ideas do not come from Washington, but from individuals in the field working to improve outcomes for students.
PROGRESS has focused on showcasing the exciting transformations that are taking place in classrooms and communities from the perspective of students, teachers, principals, and local leaders on the ground. It has featured states and districts that are actively preparing their students for college and careers upon graduation, ensuring that educators are receiving the kind of high-quality support and opportunities they need to be effective, and transforming systems and structures so that every student can succeed.
For example, over the past six months, PROGRESS has explored how states like Kentucky and Massachusetts are promoting college and career readiness for their students; Colorado and the District of Columbia are involving teachers in the creation of new, more rigorous curricula and empowering teacher leaders to guide change in their districts; Delaware, Tennessee, and institutions of higher education in California are building more effective teacher and leader preparation and career pathways; districts in Florida and Maryland are providing opportunities for students to explore STEM fields; Hawaii and Delaware are using data systems to support instruction; Baltimore City is engaging its communities and parents to transform schools; and Ohio is making strides to improve its lowest-performing schools.
In the coming weeks, you’ll also be able to read about Rhode Island’s efforts to recognize and bolster the impact that support professionals are making on student achievement. You’ll also learn about Florida’s rigorous job-embedded principal preparation programs, a New York district’s effort to engage parents in their quest to raise standards in their classrooms, and much more. Stay tuned!
We are excited and encouraged to celebrate the progress that teachers, students, schools, and school systems are making every day. To stay updated on these efforts, sign up for email updates from PROGRESS or visit us at www.ed.gov/edblogs/progress.
PROGRESS is always looking for great examples of reform in action from the field. If you have an idea that you would like to share with us, please email us at email@example.com.
With eligibility for federal student aid on the line, administrators are scrambling to reduce their default rates.
Helping colleges keep their student-loan default rates down has been a growth industry in recent years.
American and George Washington Universities are teaming up to build one of the largest solar-energy arrays east of the Mississippi.
Delhi University has been forced to defer some undergraduate admissions as part of a public fight over a switch to four-year degrees.
The company and the Education Department did not reach an agreement on Tuesday. Student advocates fault the department for not acting sooner.
The Foundation for Individual Rights in Education says the lawsuits mark the start of a new campaign against policies that restrict free speech.
A new survey finds discounting at a record high, creating intractable financial problems.
The U.S. Department of Education has created a “one stop shop” to make it easier for you to give us feedback.
Our Improving Regulation and Regulatory Review webpage is now online. This resource offers all of the information you will need to submit comments on current and proposed regulations, which could go a long way to help reduce regulatory burdens and generate results that are efficient and easier to understand.
When you visit the page, you will find a link to all Education regulations open for public comment via regulations.gov, a link to all existing Education rules via the electronic Code of Federal Regulations (e-CFR), and a link to the easy-to-use form for submitting comments on existing regulations. All links are conveniently found in the same location as the Department’s plan for retrospective analysis, status reports, and contact information.
ED recognizes the importance of maintaining a consistent culture of retrospective review of regulations. We’re dedicated to streamlining and modifying ineffective and inefficient regulations, while ensuring our rules are concise and minimize burden to the greatest extent possible.
Above all else, we’re committed to implementing regulations that support states, local communities and schools, institutions of higher education, and others in improving education nationwide and in helping to ensure that all Americans receive a quality education.
We continue to seek greater and more useful public participation in our rulemaking activities and welcome your comments, ideas, and suggestions!
Elizabeth McFadden is the Deputy General Counsel for Ethics, Legislative Counsel, and Regulatory Services at the U.S. Department of Education.
The company is trying to sell its only regionally accredited institutions as part of its dissolution agreement with the U.S. Education Department.
The states are part of a network that is tackling what experts see as a growing disconnect between the nation’s education system and its economy.
To a sometimes skeptical audience, Lamar Alexander recommends postcard size, with just two questions.
One proposal would evaluate colleges based on how well they educate needy students—and "create a little public embarrassment" for those that don’t.
Amid the torrent of criticism of a recent study, corporations may simply decide not to give academics access to their internal data.
Building on Progress: Closing the Gender Gap and Expanding Women’s Access to Non-Traditional Occupations
Fifty years after the passage of the Equal Pay Act, women in the United States still earn 77 cents to every dollar earned by men. The pay gap for women of color is even greater. One of the primary reasons for this persistent gap is the concentration of women in comparatively lower-paying and non-supervisory professions – well over half of all women continue to be employed in lower-paying sales, service, and administrative support positions. President Obama’s Equal Pay Task Force sees this issue as one of the greatest barriers to pay equality and is working with the Departments of Education (ED) and Labor (DOL) to expand women’s access to non-traditional occupations.
ED’s Office of Career, Technical, and Adult Education (OCTAE) is commissioning a study that will examine gender equity in secondary career and technical education. Specifically, it will look at whether girls and young women in high school have access to high-quality programs that prepare them for careers in non-traditional occupations – for example, law enforcement, construction, and science, technology, engineering, and mathematics (STEM) professions. Similarly, DOL has commissioned several studies that identify barriers women face in accessing these occupations, as well as successful evidence-based strategies to increase employment opportunities in these professions.
Later this year, ED and Georgetown University will convene thought leaders, policymakers, practitioners, researchers, advocates, and girls and young women for a conversation on ways to improve the prospects of girls and women in career and technical education and other rigorous college- and career-preparation programs. The aim is to develop a forward-looking strategy to prepare women and girls for in-demand careers within high-growth industry sectors.
Both agencies also are working with unions and labor management to expand quality training programs. To date, over 40 unions and labor management partnerships have pledged to expand low-skilled workers’ access to their training programs and share best practices on effective workforce and career pathway programs. This collaboration represents almost 8,000 employers and will provide unprecedented access to educational and training opportunities, as well as supportive services necessary for women and working families to be successful.
Despite progress over the years, there is still a long way to go to fulfill the vision of equal opportunity and equal pay for equal work.
“Our nation has made great progress in expanding economic and educational opportunities for women, but business, industry, labor, and government at all levels still have so much work to do to ensure that every American, regardless of their gender, is treated fairly and gets equal pay for equal work,” said Secretary Duncan.
While women increasingly are the primary breadwinners in American households, many other women remain stuck in comparatively lower paying jobs with fewer benefits. The promise of equal pay for equal work means, for many, a promise of equal preparation for and access to better paying, non-traditional occupations and inclusive workplaces that are free of discrimination and offer policies that support working families. The Administration is doing its part to make sure that promise is kept.
Patrick Kerr is the Director of Communications and Outreach in ED’s Kansas City regional office.