The Obama administration announced today that Ohio and Michigan have received a one-year extension for flexibility from certain provisions of the Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB).
“America’s schools and classrooms are undergoing some of the largest changes in decades – changes that will help prepare our students with the critical thinking and problem-solving skills that tomorrow’s economy will require,” U.S. Secretary of Education Arne Duncan said. “This extension will allow the states to continue the critical work of implementing the bold reforms they developed to improve achievement for all students.”
ESEA has been due for Congressional reauthorization since 2007. In the absence of reauthorization, President Obama announced in September 2011 that the administration would grant waivers from parts of the law to qualified states, in exchange for state-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity and improve the quality of instruction. The one-year extension of ESEA flexibility allows the states to continue moving forward on the ambitious work they began with their initial flexibility requests.
As teachers gear up for a new school year, I want to offer two thoughts. One is a message of celebration and thanks. The other is a response to a concern that has come up often in many conversations with teachers and families, and which deserves an answer.
First, the thanks. America’s students have posted some unprecedented achievements in the last year – the highest high school graduation rate in the nation’s history, and sharp cuts in dropout rates and increases in college enrollment, especially for groups that in the past have lagged significantly. For these achievements, we should celebrate America’s teachers, principals, and students and their families. These achievements are also indications of deeper, more successful relationships with our students. All of us who’ve worked with young people know how much they yearn for adults to care about them and know them as individuals.
These achievements come at a time of nearly unprecedented change in American education – which entails enormously hard work by educators. Nearly every state has adopted new standards, new assessments, new approaches to incorporating data on student learning, and new efforts to support teachers.
Across the country, there is a great need for early learning. But the need isn’t just for preschool seats — it’s for high-quality early learning programs that can put children on the path to thrive in kindergarten and beyond.
Research has shown the powerful benefits of high-quality early education. Children who receive rich early learning experiences are less likely to need special education services. They’re in better health, and they get better jobs. Yet, today, only 30 percent of 4-year-olds in the U.S. participate in state preschool, and 10 states don’t offer it at all. Among other industrialized nations, the U.S. ranks 25th in enrollment of 4-year-olds in early learning.
Many States and school districts are proactively engaging educators in helping to shape key reforms, including evaluation, feedback and support systems. Five to watch are:
Denver Public Schools (CO) avoided the “happy talk” that often undermines credibility with its “keep-it-real” communications campaign, focused on successes and challenges. Union leaders and teachers from evaluation pilot programs traveled to nonpilot schools to articulate first-hand experiences, an effort that led to 92 percent of schools joining the pilot evaluation program.
Hillsborough County (FL) created educator advisory panels and surveyed teachers (“pulse checks”) to assess their understanding of and attitudes toward the evaluation and support system. The district is using this feedback to adjust communications with teachers via e-magazines and podcasts, publish updates to address confusion and efficiently solve technical problems with the system.
The move from middle school to high school is exciting for some students, but can be incredibly difficult for others. Some students require intensive support to stay on the path to graduation, and that support can take many different forms.
That was the sentiment expressed by Secretary Arne Duncan during a recent session ofStudent Voices, where young people from across the country gather and chat with senior ED staff about what it’s like to be a student in America today.
Darius was one of the 10 students who attended and, for him, this transition was almost insurmountable. His mother suffered a severe stroke and went into a deep coma during his freshman year of high school, forcing him and his siblings to move to the far south side of Chicago. On top of coping with the emotional and physical strain of his mother’s condition, because he was forced to move, he had to wake up at 4 a.m. to get to school every day, and he often stayed late for basketball practice, which took a toll on his academics. He explained, “tiredness grew over me and teachers berated me for not paying attention in class. I didn’t want to let my mother down, and as I felt alone in this situation, basketball was my stress reliever.” His coach noticed that Darius needed more support, so he offered to give him rides to school and eventually invited him to live with him. After a few months with his coach he moved in with a friend and this experience altered the course of his life.
As an education major, I expected my internship with the U.S. Department of Education to help me to better understand federal policies. I didn’t necessarily expect it to inspire me, but my time at ED’s Regional Office in Chicago has done just that. I’ve been able to connect what I’ve learned in college to the real-life motivations of educators throughout the U.S., which were highlighted on homeroom earlier this year.
For example, I’ve learned through my studies at Vanderbilt University about the impact that talented, committed teachers who genuinely believe in their students’ potential can have on the large achievement gaps in the U.S. between disadvantaged children and their more fortunate peers. The story of Marcus Jackson, principal of Kendrick Middle School in Jonesboro, Georgia, brought that lesson to life for me. Nearly 20 years ago he left his position at an afterschool recreation center to pursue a teaching degree.
If you’re among the millions of current or former students with debt, you’ve probably been tempted to click on an ad that says, “Obama Wants to Forgive Your Student Loans!” or “Erase Default Statuses in 4 – 6 Weeks!” or some equally enticing student loan debt relief offer … available only if you click or call NOW!
Many the companies behind these offers have sophisticated marketing tactics to target unsuspecting students, borrowers, parents, military service members, and their families. As the Student Loan Ombudsman for the Office of Federal Student Aid at the U.S. Department of Education, I hear about these pitches a lot. My strong advice: Before you pay somebody to help you with your student loans, do your homework.
The third installment of ED’s summer series Let’s Read! Let’s Move! blasted into space at the Smithsonian Air and Space Museum on July 23.
Secretary Arne Duncan read The Astronaut’s Handbook, by Meghan McCarthy, with chief curator of the National Air and Space Museum Peter Jakab, U.S. attorney general Eric Holder, White House chief of staff Denis McDonough, 2014 Miss America Nina Davuluri, and Carla Hall, chef and co-host of ABC’s “The Chew.”
“A book in your hand is more powerful than any space engine,” Jakab said.
With eyes fixated on the rockets and spaceships hanging from the ceiling, students from youth centers and schools throughout the Washington, D.C., area filed into the Space Race gallery.
The U.S. Department of Education today announced new guidance for schools and districts on how to keep parents and students better informed about what student data is collected and how it is used.
In the guidance issued by the Department’s Privacy Technical Assistance Center, schools and districts are urged to be proactive in communicating how they use student data. Information should be available to answer common questions before they are asked.
“Now more than ever, schools need data to monitor academic progress and develop successful teaching strategies,” said U.S. Secretary of Education Arne Duncan. “At the same time, parents need assurance that their children’s personal information is being used responsibly. This guidance helps schools strike a balance between the two.”
As part of the President and Vice President’s new actions to provide more Americans with the opportunity to acquire the skills they need for in-demand jobs, today, the Department is announcing a new round of “experimental sites” that will test certain innovative practices aimed at providing better, faster and more flexible paths to academic and career success.
“At a time when a college degree matters more than ever, we have to provide a flexible, innovative experience that can meet the needs of every American,” U.S. Secretary of Education Arne Duncan said. “This initiative will enable institutions to try some of their best ideas and most promising practices to provide more students with the opportunity to pursue a higher education and become equipped for success in today’s workforce.”