The Obama Administration today announced publication of the final rule implementing changes made to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) by the Violence Against Women’s Authorization Act of 2013. That law and the new rule strengthen the Clery Act to more effectively address, and ultimately reduce, sexual violence on college campuses, including, domestic violence, dating violence, and stalking.
The Clery Act requires institutions of higher education to comply with certain campus safety- and security-related requirements as a condition of participating in the Federal student financial aid programs authorized by Title IV of the Higher Education Act.
“The Department has the responsibility to ensure that all of our students have the opportunity to learn and grow in a safe environment,” said U.S. Secretary of Education Arne Duncan. “These new rules require institutions to ensure that students and employees have vital information about crime on campus and the services and protections available to victims if a crime does occur, which will be significant assets in addressing the growing problems of sexual assault, domestic violence, dating violence, and stalking on our nation’s campuses.”
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 of 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.
When I was honored to be named Nebraska teacher of the year in 2007, almost in the same breath folks said, “Congratulations – when are you leaving the classroom?” Unfortunately, we have built into the American teaching culture this perverse disincentive that only seems to listen to and honor educators who move farthest away from those who need us most – our students.
Teach to Lead seeks to flip that by allowing teachers to lead from the classroom. We know that the many of the best ideas come from teachers – in fact, the solutions to today’s educational challenges will not be solved without the involvement of classroom teachers in the development as well as the implementation of innovative educational ideas.
Teach to Lead was developed by the U.S. Department of Education and the National Board for Professional Teaching Standards to advance student success by expanding opportunities for teacher leadership – in other words, to make sure that teachers were involved in the development and implementation of education transformation.
When family and community outreach coordinator Ana Contreras walked into John F. Kennedy Elementary School in Boston’s Jamaica Plains neighborhood in fall 2010, she knew she had her work cut out for her. The school was low-performing, and Massachusetts had provided it with a Federal School Improvement Grant to raise student achievement.
One of the main strategies for improving performance at John F. Kennedy and other low-performing schools in Boston, such as William Blackstone Elementary in the South End and Orchard Gardens K–8 Pilot School in Roxbury, was to involve parents and the community in students’ learning and the daily life of the school.
“We view parents as partners and a necessary piece of the puzzle for improving student achievement,” said Meghan Welch, director of operations at Orchard Gardens. “We want parents to be involved, so our school is open to families. Parents see teachers and know them. They see staff in action. It helps avoid misunderstandings. And if something is not going well, parents know it is okay to come in and talk because they have been here before for positive events.”
It’s been tough for me to come to terms with, but, unfortunately for me, I am not in college anymore. In fact, this spring marked three years since I graduated from college and went into repayment on my student loans. I know, not the most exciting thing in the world, but important. So while I don’t claim to be a student loan expert, I have learned a lot of lessons along the way, mostly through trial and error. In hopes that you won’t make the same mistakes I did, here are some things I wish I had known when I was graduating and getting ready to start repaying my student loans:
I should have kept track of what I was borrowing
Let’s be real. When you take out student loans to help pay for college, it’s easy to forget that the money will eventually have to be paid back … with interest. The money just doesn’t seem real when you’re in college, and I didn’t do a good job of keeping track of what I was borrowing and how it was building up. When it was time to start repaying my loans, I was quite overwhelmed. I had different types of loans and different interest rates. When I did eventually see my loan balance, I was pretty shocked.
Innovation in higher education is key to ensuring that our nation’s colleges and universities continue to serve our nation’s students. As part of an ambitious plan to increase value and affordability in higher education, President Obama called for the First in the World Grant Program (FITW) to fund innovative practices at colleges and universities.
Yesterday, ED awarded $75 million in grants to 24 colleges and universities across the country to fund innovative thinking that comes from educators working every day to ensure successful outcomes for students.
All FITW projects focus on improving college success among low-income, first-generation, and underserved students. The winning projects represent diverse and exciting approaches to improving student success. Topics addressed by FITW grantees include strengthening the critical transitions from high school to college, improving remediation, and ensuring the accessibility of instructional technology for students with disabilities.
What does it mean to be a “Future Ready” school district?
More than 160 teachers, parents, students, and business and district leaders from across Tennessee recently gathered at the Metropolitan Nashville Public Schools’ Martin Center to discuss the answer to this question and talk about the upcoming Future Ready District Pledge.
The Pledge establishes a framework for districts to achieve the goals laid out by the White House ConnectED Initiative. Some of these goals include: upgrading high-speed Internet connectivity, providing access to educational devices and digital content, and preparing teachers to use technology effectively to improve student learning and their own professional development.
U.S. Secretary of Education Arne Duncan today announced the award of $35 million for 24 new partnerships between universities and high-need school districts that will recruit, train and support more than 11,000 teachers over the next five years—primarily in science, technology, engineering and math (STEM) fields—to improve student achievement. These awards are the culmination of this year’s Teacher Quality Partnership (TQP) grant competition that President Obama announced in May at the White House Science Fair.
For the first time, this year’s TQP competition focuses on preparing STEM teachers, and increasing the participation of underrepresented groups—women, minorities and people with disabilities—in teaching STEM subjects. The 2014 TQP grantees will train teachers in a wide variety of approaches to STEM instruction, from early learning through high school levels. This advances on the goal that President Obama set in his 2011 State of the Union address to prepare 100,000 STEM teachers over the next decade with strong teaching skills and deep content knowledge. In addition, answering the President’s call to action, nearly 200 organizations have formed a coalition called 100Kin10, all committed to the goal of increasing the supply of excellent STEM teachers.
In a recent blog post, we introduced you to “Know It 2 Own It,” a campaign to encourage Americans to learn more about the disability rights movement and history that led to the passage of the Americans with Disabilities Act (ADA) in July of 1990.
This month, as students across the country settle into their daily academic routines, now is the perfect time to think about teaching and learning about disability rights.
American history is also the history of people with disabilities. Though her life spanned the 19th and 20th centuries, many 21st century students still find inspiration in the remarkable career of Helen Keller – the American author, lecturer and activist and the first deaf and blind person to earn a college degree. The story of her early years is the subject of the powerful play, “The Miracle Worker.” President Franklin Delano Roosevelt, considered by many as one of the nation’s greatest elected leaders, helped guide the country and the world through some the 20th century’s greatest crises while using a wheelchair. One of the most beloved singers alive today, singer-songwriter Stevie Wonder, was born blind. These are just some of examples of the contributions that people with disabilities have made to the richness and diversity of our shared American life through the years.
Safety and effective learning go hand in hand. So, although September is a very busy time of year for the education community, it’s also a good time for students, school staff, and families to make sure they are up-to-date in their knowledge of school emergency plans, policies and procedures.
In fact, September is National Preparedness Month – and this year’s theme is Be Disaster Aware, Take Action to Prepare.
In support of National Preparedness Month and National PreparAthon Day, parents might want to ask school officials for details about the school’s emergency operations plan (EOP).