Higher Education News
Faculty members at St. John’s University hope that their new chief, Conrado M. Gempesaw, will reveal details of an independent investigation into past leaders.
John D. Simon, a chemist who has been the University of Virginia’s chief academic officer since 2011, will assume his new post next July.
Plenty of research quantifies the scarcity of black men earning STEM degrees. But the reasons, and the remedies, go beyond numbers.
"When I was a black woman, I was hated. Now, as a black man, I’m feared."
Four black men who have earned STEM Ph.D.’s describe their different journeys.
A new report reveals broad involvement by a variety of actors.
Resolutions on the issue often focus on symbolism more than specifics, as a recent flap over the American Studies Association's boycott demonstrates.
A dozen university groups will now be asked to develop and test strategies for improving the diversity of the nation’s medical work force.
One revelation in Wednesday's report is that far more people were involved in the fraud than was previously known. Here's a breakdown.
The Education Department has issued a final rule that will make it easier for borrowers with past credit problems to qualify for the loans.
National and regional groups of universities that promote community engagement have been increasing around the world.
When its quarterback was accused of sexual assault, the University of Florida erred on the side of disclosure. Colleges typically do the opposite.
Prominent researchers have raised ethical concerns about university scientists' work for the companies. But some of those scientists reject the criticism as too broad.
The Completion Arch aims to track students from enrollment in college to entering the work force.
Nearly one-quarter of respondents to a survey of NCAA colleges said their institutions did not properly teach players about the risk of head injuries.
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.