Higher Education News
Tough new restrictions on travel to countries stricken by the virus worry some infectious-disease workers, on campuses and off.
To attract new talent and sustain growth, traditional parks are planning ambitious overhauls.
The under secretary of education gets an earful from a crowd at the American Association of State Colleges and Universities’ annual meeting.
It’s the middle of October. The leaves are changing colors, baseball playoffs are under way, and Hispanic Heritage month – celebrated each year from September 15 to October 15 – just came to close. It’s an opportunity to celebrate the rich history and the centuries’-worth of contributions the Hispanic community – a diverse community with roots in Mexico, the Caribbean, Spain and Central and South America – has made to this country.
We first began celebrating Hispanic Heritage Week in 1968, and in 1988 the observance of Hispanic Heritage Month was enacted as law by the U.S. Congress. But the impact of this country’s Hispanic community has never been greater – and the importance of promoting success for Hispanic learners has never mattered more – than right now.
Today, Hispanics are the largest, youngest and fastest-growing minority group. Yet our college attainment rates are among the lowest. A college education continues to be the ticket to the middle class, and improving educational outcomes for the Hispanic community is vitally important for the common good. In America, we fall or rise together. The success of Hispanic students is directly tied to the success of our democracy, and our ability to compete in a global economy.
President Obama’s North Star Goal – that this country will again have the highest proportion of college graduates in the world – depends on the success of every single student, whatever his or her background or circumstance. The President understands the crucial role of the Hispanic community and has continued to expand opportunities for them and all students. Whether it is our work through the White House Initiative on Educational Excellence for Hispanics, the My Brother’s Keeper initiative or our support of Hispanic Serving institutions, this Department is committed to supporting this community and foster its educational success.
And we’ve seen encouraging signs of progress. The Hispanic high school dropout rate among 16-24 year olds fell from 28 percent in 2000 to 14 percent in 2011. Hispanic college enrollment has grown by more than 1.1. million students. In fact, college enrollment is up more for Hispanics than any other group. In 2012, the enrollment rate among Hispanics 18-24 years old was over 49 percent, up from 31 percent in 2002.
Still, there’s more we must do. As a country our high school graduation rate has reached an all-time high of 80 percent, but the rate for Hispanics still lags behind. In addition, African American and Hispanic students account for 40 percent of high school youth, yet make up just 25 percent of students taking advanced placement classes. Hispanic youth are also disproportionately represented in school-related arrests and disciplinary actions.
During the Department’s kick-off event for National Hispanic Heritage Month, Secretary Duncan said, “we need to make sure that the opportunities we offer every single child in this country are the opportunities we would want to offer our own children.”
This call to action comes at a watershed moment: for the first time in history, a majority of our nation’s public school students are minority students. Hispanic students alone make up 25 percent of all public school students in our schools.
Although Hispanic Heritage month is over, educating Hispanic learners – and all students – is important all year round. That’s the one sure way to reach our North Star goal, preserve the promise of the American Dream, and have the world’s best educated, most competitive workforce.
Robert Gomez is the director of higher education outreach at the U.S. Department of Education, and the son of Mexican immigrants.
The following op-ed piece by Secretary Duncan originally appeared in the Washington Post on Oct. 17. Secretary Duncan addressed the issue of getting assessment right in conjunction with an Oct. 15 official statement on the issue from President Obama, which is below.
As a parent, I want to know how my children are progressing in school each year. The more I know, the more I can help them build upon their strengths and interests and work on their weaknesses. The more I know, the better I can reinforce at home each night the hard work of their teachers during the school day.
The standardized tests my kids take are one gauge on the dashboard, but parents and educators know that tests are not the only indicator.
Last week, state education chiefs and district superintendents announced a plan to examine their assessment systems, ensure that assessments are high-quality and cut back testing that doesn’t meet that bar or is redundant. I welcome that important step.
Parents have a right to know how much their children are learning; teachers, schools and districts need to know how students are progressing; and policymakers must know where students are excelling, improving and struggling. A focus on measuring student learning has had real benefits, especially for our most vulnerable students, ensuring that they are being held to the same rigorous standards as their well-off peers and shining a light on achievement gaps.
However, many have expressed concern about low-quality and redundant tests. And in some places, tests — and preparation for them — dominate the calendar and culture of schools, causing undue stress.
Policymakers at every level bear responsibility here — and that includes me and my department. We will support state and district leaders in taking on this issue and provide technical assistance to those who seek it.
To be clear: I strongly believe in using high-quality assessments, including annual tests, as one (but only one) part of how adults improve instruction and hold themselves responsible for students’ progress. With my own kids, I know parent-teacher conferences, grades and other feedback round out the picture of whether they’re on track.
After a generation of watching other nations surpass ours educationally, the United States is putting the building blocks in place for schools that will once again lead the world. But for this effort to pay off, political leaders must be both strong and flexible in support of the nation’s educators.
America’s schools are changing because our world is changing. Success in today’s world requires critical thinking, adaptability, collaboration, problem solving and creativity — skills that go beyond the basics for which schools were designed in the past. But in recent decades, other countries have retooled their schools faster than we have.
We must do better. A great education isn’t just what every parent wants for his or her child; it’s a necessity for security in a globally competitive economy.
The good news is that, thanks to the hard work of educators, students and communities, America’s schools have made historic achievements in recent years. The U.S. high school graduation rate is at an all-time high, and the places most committed to bold change have made major progress on the nation’s report card. Since 2000, high school dropout rates have been cut in half for Hispanic students and more than a third for African Americans. College enrollment by black and Hispanic students has surged.
Perhaps even more important, educators are taking fundamental steps to help reclaim the United States’ leadership in education. Throughout the country, students are being taught to higher standards, by teachers empowered to be creative and to teach critical thinking skills. Last year, nearly 30 states, led by both Republicans and Democrats, increased funding for early learning.
Yet change this big is always hard, and political leaders — myself included — must provide support and make course corrections where needed. We are asking a great deal of our educators and students. Despite their hard work, and a growing embrace of many of these changes, one topic — standardized testing — sometimes diverts energy from this ambitious set of changes.
Fortunately, states and districts are taking on this challenge — including places such as Rhode Island and New York state; St. Paul, Minn.; Nashville; and the District, where leaders are already taking actions to limit testing. As they and others move forward, I look forward to highlighting progress others can learn from.
States are also leading the way on improving test quality, building assessments that move beyond bubble tests and measure critical thinking skills and writing; the Education Department has provided $360 million to two consortia of states to support that work. And to reduce stress on teachers during this year of transition, my department in August offered states new flexibility on connecting teacher evaluation to test results.
It’s vital that political leaders stand behind changes that will prepare our young people for success in the real world — changes that educators have worked so hard to get underway. We must also stand behind states that have increased standards for learning, and where adults are holding themselves responsible for the progress of all students. We must stand strong for responsible and equitable school funding. We must stand strong for making both preschool and college accessible to all.
And we must stand strong in the knowledge — not the belief but the knowledge — that great schools make a difference in the lives of all children.
Statement by the President on Local Education Leaders’ Action on Standardized Testing
Over the past five years, my Administration has worked with states to remove obstacles created by unworkable requirements of the No Child Left Behind Act. While the goals behind No Child Left Behind – promoting school accountability and closing the achievement gap – were admirable, in too many cases the law created conditions that failed to give our young people the fair shot at success they deserve. Too many states felt they had no choice but to lower their standards and emphasize punishing failure more than rewarding success. Too many teachers felt they had no choice but to teach to the test.
That’s why my Administration has given states that have set higher, more honest standards the flexibility to meet them. In that spirit of flexibility, I welcome today’s announcement from the Council of Chief State School Officers and the Council of the Great City Schools that state education chiefs and district superintendents will work together to cut back on unnecessary testing and test preparation, while promoting the smarter use of tests that measure real student learning. I have directed Secretary Duncan to support states and school districts in the effort to improve assessment of student learning so that parents and teachers have the information they need, that classroom time is used wisely, and assessments are one part of fair evaluation of teachers and accountability for schools.
In the 21st century economy, a world-class education is more important than ever. We should be preparing every child for success, because the countries that out-educate us today will out-compete us tomorrow. Our nation’s schools are on the right track: Our high school graduation rate is at its highest in our history, the dropout rate is the lowest on record, and more of our young people are earning college degrees than ever before. I’m determined to support our nation’s educators and families as they work to set high expectations for our students and for the schools in which they learn.
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W. Kent Fuchs will take the helm at the University of Florida, while Robin L. Cautin will lead the College of Arts and Sciences at Sacred Heart.
Mahmoud El-Gamal, an economist, has taken a leave from Rice University to be chief academic officer of the American University in Cairo.
Steven Fazzari will oversee the return of a department that vanished at Washington University in St. Louis nearly a quarter-century ago.
The University of Colorado’s philosophy department wanted to be an example of how to make the field more civil toward women. Instead, some say, it's become a scapegoat.
Paul Mokrzycki, a doctoral student at the University of Iowa, joined forces with other scholars to create the "Middle West Review."
An appeals court said an earlier decision had misapplied fair-use standards in finding that the university did not violate copyright law.
About three-quarters of college students in this country attend a community college or public university. President Obama understands the crucial role that community colleges play in helping students and our nation skill up for the challenges and opportunities of the 21st century. That’s why, in a recent speech on the economy, he called them “gateways to the middle class” – and it’s also why they’re a key part of his ambitious plan to improve higher education in America.
I recently had an opportunity to visit LaGuardia Community College in Long Island, New York where I was able to deliver some exciting news. During my visit, I announced that LaGuardia is among the 24 winners of our new $75 million First in the World (FITW) grant program, designed to fund innovation in higher education in ways that help keep the quality of a college education up, and the costs of a college education within reach, so more students of every background can fulfill their dreams of getting a degree.
As this award made clear, community colleges are often at the forefront of innovation. They also promote the dual goals of academics and career readiness. To learn more about how LaGuardia and countless other community colleges across the country support students, I sat down with a group of them to hear their stories.
Hassan Hasibul, a former cab driver and alumnus of LaGuardia’s Tech Internship Placement Program, explained how he learned to thrive in the workplace and gained new skills – skills that got him noticed. “My internship site hired me, and even gave me a portion of their stock,” he said.
One of the most exciting innovations at LaGuardia, which the FITW grant will support, is the development of an integrated set of tools to increase and enhance student success, including the use of ePortfolios, learning analytics, and outcome assessments. With the extra funding, LaGuardia will help students navigate their educational and career goals as they transfer to other institutions or join the workforce.
Faculty and staff aren’t the only ones helping students make academic and career decisions. Students are also helping other students plot out their courses and career trajectories. Jenny Perez shared her experience in helping her peers. “Even if they aren’t planning on transferring, I help them open their mind about the possibilities in their future,” she said.
For Enes “Malik” Akdemir, who came to the U.S. at age 18, without money or relatives, the LaGuardia faculty and students have become a huge, supportive family. After a year and a half in intense English immersion classes, he discovered his passion for aeronautics.
During a school tour, he stopped to admire a vintage picture of a plane flying over Manhattan. Pointing to the flight deck, I said, “Someday, you’ll be right there.”
“Someday,” he agreed.
Stories like those of Hassan, Jenny and Malik offer a glimpse of the great work happening every day in these incubators of innovation. They also serve as reminders of the clear role that community colleges play in ensuring that. America’s more than 1,100 community colleges are playing a major role in helping to ensure that our higher education system is once again, first in the world. And, every step of progress brings us closer to reaching our North Star Goal – to reclaim our place as the nation with the world’s highest proportion of college graduates.
Ted Mitchell is Under Secretary at the U.S. Department of Education.
Note: U.S. Department of Education Green Ribbon Schools recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices in these three ‘Pillars,’ the Department conducts an annual Green Strides Best Practices Tour of honorees.
Imagine a gymnasium filled with children eagerly raising their hands during a school-wide event when asked the question, “How is electricity at your school produced?” In many of the schools in Boulder Valley School District (BVSD), with our annual 300-plus days of Colorado sunshine, the answer to that question is an enthusiastic “SOLAR POWER!”
We were delighted to showcase our solar program during the 2014 Green Strides Best Practices Tour which visited BVSD Sept 17. Approximately 8 percent of our district-wide energy needs are met by solar, with panels on 28 of our 55 schools. By taking advantage of community partnerships, grants and bond money, we’ve been able to install solar power in schools across the district.
The Renew Our Schools Program, for example, helped support the installation of solar panels at Arapahoe Ridge High School and kick-started the creation of a Green Team, who we heard from on the first stop of the tour. This team led efforts to green the school, including competing in BVSD’s Energy Challenge, an effort to conserve energy through behavioral change among building occupants. While the solar panels help raise awareness about alternative energy and give students data to manipulate, student-led conservation measures, such as educating the school community about ways to save energy, auditing the school’s usage and taking follow up action on the findings, lead to even greater energy savings.
Additionally, a bond program in 2006 funded the solar panels and other green features at LEED Platinum Casey Middle School, which was also part of the tour. The solar panels double as cover for bike parking, offering shade and weather protection to the many students who bike to school year-round as part of the Alternative Transportation Program. Teachers at Casey incorporate live data from the Green Touch Screen and hosted Energy Days in which students learned about solar energy and baked cookies using a solar oven, among other interactive lessons. The sun not only provides clean electricity, but floods the school with natural daylight by design, so students and staff can be at their most productive.
During the tour’s stop at Columbine Elementary, before visiting the community supported gardens and growing dome greenhouse, we headed to the rooftop to see the roughly 100kW photovoltaic system. The system is part of a Power Purchase Agreement (PPA) BVSD signed with Solar City in June 2011. The 14 schools in the agreement have large-scale systems that provide an additional 1.4 MW of solar power for the district and 15 to 30 percent of each school’s electricity. All the schools in the PPA have websites showing live data from the solar panels and real-time energy consumption. These schools are using materials provided by the National Energy Education Development Project and Solar City for lessons about renewable energy and efficiency, providing standards-based real life examples of sustainability, math and science.
The Sustainability Management System has guided this work, and the District has saved hundreds of thousands of dollars and has significantly reduced our environmental footprint. However, we see the real value from our sustainability efforts in educating our students and using these opportunities to prepare our students to be engaged environmental stewards and successful, life-long learners.
Dr. Ghita Carroll is Sustainability Coordinator at the Boulder Valley School District.
Colleges want to keep their students and employees safe. They also want to avoid causing unnecessary alarm.
Students at SUNY-Geneseo are not just reading Walden. They're building a version of the author’s cabin in the woods, using 19th-century tools.