I’m not afraid to admit that being a college senior was a little frightening (okay, slight understatement — it was extremely frightening!). As you, the Class of 2014, prepare to say goodbye to the comforts of your college community and say hello to the real world, you’re faced with many realities. Where will I live? How am I going to find a job? Will I make ends meet? Will I be happy?
And with all these new exciting challenges, one of the last things on most of your minds is repaying your student loans. Yet it’s one of our responsibilities and you need to be prepared for when the first bill arrives in the mail.
How a child plays, learns, speaks, moves, and behaves all offer important clues about a child’s development. A delay in any of these developmental milestones could be a sign of developmental challenges, according to the Centers for Disease Control and Prevention (CDC). Early intervention services, like those services that help a child learn to speak, walk, or interact with others, can really make a difference and enhance a child’s learning and development. Unfortunately, too many young children do not have access to the early screening that can help detect developmental delays.
Additionally, the CDC estimates that an estimated one in every 68 children in the United States has been identified as having an autism spectrum disorder (ASD). ASD is a developmental disability that can cause significant social, communication, and behavioral challenges. Unfortunately, most children identified with ASD were not diagnosed until after age four, even though children can be diagnosed as early as age two or younger.
When Frederika Jenner began teaching elementary school mathematics 42 years ago, she realized that she wasn’t fully prepared. “I didn’t have opportunities to learn innovative ways to teach mathematics,” she said. “There were some important skills and strategies that were missing.”
Jenner is now president of the Delaware State Education Association and her experience at the beginning of her career is just one reason she strongly supported legislation signed in June 2013 by Delaware Governor Jack Markell to increase the rigor of the process of recruiting and preparing teachers and principals. “Educators need more meaningful, real world training,” she said.
“The best ideas come from outside Washington, D.C.” I’ve used that phrase in a lot of speeches and conversations during the past five years, and I repeat it because it’s true. Earlier this Month in Hawaii I visited two schools and talked with military families at Joint Base Pearl Harbor Hickam about college and career ready standards. The stop in Hawaii marked my 50th state that I’ve visited since being Secretary, and the visit once again reinforced the importance of listening to what matters most at the local level.
During the past five years, whether my visit was to a conference, a community center, a business, an early childhood center, a university, or one of the more than 340 schools I’ve stopped by, I’ve come away with new insight and knowledge into the challenges local communities face, and the creative ways people are addressing them. I know, that in order to do this job well, it’s vital to never stop listening, especially to those in the classroom each day.
At the end of March, National Education Association President Dennis Van Roekel, American Federation of Teachers President Randi Weingarten, Chris Minnich, executive director of the Council of Chief State School Officers, and I joined delegations from high-performing and rapidly improving education systems across the globe for the 4th International Summit on the Teaching Profession. Whether large or small, highly decentralized or not, countries share a common desire to create a high-quality education system that prepares all children for success in their personal and professional lives. The summits provide a unique opportunity for education ministers and teacher leaders to come together to learn from each other, share best practices, and look for ways to replicate or adapt back home what other countries are doing well.
New Zealand welcomed us with a powhiri, the traditional Maori ceremony, which is something most of the international guests and I had never seen. It was a beautiful and moving welcome and I was honored, as the host of the first summit in 2011, to accept the New Zealand challenge for a successful 4th summit on behalf of the international community. Many thanks to New Zealand Minister of Education Hekia Parata and her team for being gracious hosts during the summit.
As part of Jazz Appreciation Month (JAM), the Department hosted its second annual jazz informance (an informational performance) on April 4th with a full house of D.C. public charter school students, educators, arts leaders, and ED staff—jazz lovers and jazz novices alike. Under the direction of J.B. Dyas, vice president for education and curriculum development at the Thenolious Monk Institute of Jazz students from Arts High School in Newark, N.J., part of the National Performing Arts High School Jazz and special guest recording artist, trumpeter Terrell Stafford director of Jazz Studies and chair of Instrumental Studies at Temple University, performed during the event.
ED’s acting General Counsel Phil Rosenfelt gave opening remarks on how the Department’s inaugural Monk informance in 2013 broadened his musical horizons and finally allowed him to appreciate jazz—something that had eluded him his entire life. “I saw the individuality and the unity, working together, in innovative ways, to address a common goal. I finally got it. And it was special that I got it at the Department where we value learning so much—breaking out of our barriers and stereotypes and comfort zones … and that’s what jazz and the Department are all about,” said Rosenfelt.
When someone says, “I want to go to college,” a traditional four-year college or university often comes to mind.
Many don’t think of community colleges as an option, even though they are the single largest sector of the U.S. higher education system, enrolling nearly half of all undergraduates each year.
Community colleges provide opportunity and access to millions of students, helping them prepare for a degree at a four-year institution, obtain an associate’s degree, or retrain and retool for the 21st century global economy.
The U.S. Department of Education’s Office for Civil Rights today announced a settlement with New Hampshire’s Manchester School District, School Administrative Unit #37, aimed at providing greater access to college and career preparatory courses for black and Latino students.
OCR examined whether the school district discriminated against black and Latino students on the basis of race or national origin by establishing policies and procedures that result in excluding these students from these programs and courses. The district’s advanced courses include honors and Advanced Placement (AP) courses and dual enrollment programs that offer college credit through local post-secondary institutions. Before OCR completed its review, the district expressed an interest in voluntarily resolving this case, resulting in the agreement announced today.
The fourth quarter of the school year is generally a time of preparation for schools and districts as they finalize next year’s budget, student and teacher schedules, and professional development for the upcoming school year. During this time of preparation, it is important that schools and districts discuss ways that they can support parents and the community in helping students to achieve success.
To help in this work, the U.S. Department of Education is proud to release a framework for schools and the broader communities they serve to build parent and community engagement. Across the country, less than a quarter of residents are 18 years old or younger, and all of us have a responsibility for helping our schools succeed. The Dual Capacity framework, a process used to teach school and district staff to effectively engage parents and for parents to work successfully with the schools to increase student achievement, provides a model that schools and districts can use to build the type of effective community engagement that will make schools the center of our communities.
“How do we start making high school … more interesting, more exciting, more relevant to young people?”
That’s the idea behind the Youth CareerConnect grant program, which President Obama discussed this morning during his visit to Bladensburg High School in Prince George’s County, Maryland. In his remarks, the President announced that Bladensburg High was part of a three-school team in Prince George’s County that won a $7 million Youth CareerConnect grant.