U.S. Secretary of Education Arne Duncan announced today the 26 highest-rated applications for the U.S. Department of Education’s $129 million Investing in Innovation (i3) 2014 competition aimed at developing innovative approaches to improving student achievement and replicating effective strategies across the country.
These 26 potential i3 grantees selected from 434 applications and representing 14 states and the District of Columbia, must secure matching funds by Dec. 10, 2014, in order to receive federal funding. All highest-rated applications in previous years have secured matching funds and become grantees. To date, the Department’s signature tiered-evidence program has funded 117 unique i3 projects that seek to provide innovative solutions to pressing education challenges.
Yesterday, the Administration announced new regulations to protect students at career colleges from ending up with student loan debt that they cannot pay. The new rules will ensure that career colleges improve outcomes for students — or risk losing access to federal student aid.
To qualify for federal student aid, the law requires that most for-profit programs and certificate programs at private non-profit and public institutions prepare students for “gainful employment in a recognized occupation.” The new rules are part of President Obama’s commitment to help reduce the burden faced by student loan borrowers and make postsecondary education more affordable and accessible to American families.
The U.S. Department of Education is committed to helping schools, districts, states, and the federal government use funds as wisely as possible – which means in ways that yield better results for students. As part of that, we are working to build evidence of effective practice – and one of the ways we do that is through conducting evaluations that offer useful guidance for future investments. We are looking to the field to help figure out what evaluations are most useful.
The Congressionally enacted Consolidated Appropriations Act of 2014 allows the Department to strengthen the impact of our evaluation work by pooling resources across Elementary and Secondary Education Act (ESEA) programs. This makes it possible to fund rigorous evaluations of individual Federal education programs that currently lack sufficient evaluation dollars, and to evaluate the impact of various strategies that cut across a wide range of ESEA programs.
When Kenneth Scott became principal of Mae Jemison Elementary School in Hazel Crest four years ago, there was little parent involvement and few after school activities for children. To change that, he started a basketball team and cheerleading squad. But, because the school only had 15 uniforms for each, not many students could participate.
Scott knew he needed to do more. That recognition was strengthened by data from a first-ever survey about the school’s culture and learning environment, administered in spring 2013 to the school’s students, teachers and parents. “The parents wanted their children to be part of the school culture and community even if they didn’t have a great jump shot,” he said. He started clubs for art, chess and computers as well as groups to mentor girls and boys. The response was gratifying. Thirty-one of the school’s 400 students signed up for the chess club alone, and whereas he had previously set up 250 chairs for parents and students attending the school’s Christmas or Black History presentations, he now needed more than 600. The growth in parent involvement was “exponential,” he said.
The Department of Education announced publication of a final rule to strengthen the Federal Direct PLUS Loan Program today helping more students and families pay for college, and ensuring they have the tools and resources to make informed decisions about financing their educational pursuits. The new regulations will both expand student access to postsecondary education and safeguard taxpayer dollars by reflecting economic and programmatic changes that have occurred since the program was established more than 20 years ago.
“The Department’s top priority is to ensure more students can access and successfully complete a postsecondary education,” said U.S. Secretary of Education Arne Duncan. “The updated borrowing standards for the PLUS loan program demonstrate our commitment to ensuring families have access to the financing they need to reach their goal, while being good stewards of taxpayer money.”
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.”