The U.S. Departments of Education and Health and Human Services today released a policy brief on the use of technology with early learners to help families and early educators implement active, meaningful and socially interactive learning. The brief includes a call to action for researchers and technology developers, highlighting topics for further research and encouraging the development of research-based products.
“The early learning community has been wisely cautious about using technology with our youngest children,” said Libby Doggett, deputy assistant secretary for Policy and Early Learning. “But technology, when used appropriately with caring adults, can help children learn in new ways – and lessen the growing inequity in our country. This brief helps early educators think about developmentally appropriate ways to use technology in their classrooms.”
The U.S. Department of Education announced today its first-ever awards supporting Pay for Success (PFS) strategies. The awards will use the innovative PFS funding approach to improve outcomes for at-risk youth by finding and scaling career and technical education (CTE) programs, as well as to advance effective dual language programs for early learners.
Today, the President will participate in a town hall-style forum on ESPN at 10 p.m. ET at North Carolina A&T State University, a historically black institution. The event is an opportunity for the President to discuss progress made through his My Brother’s Keeper initiative (MBK) and through the important role and legacy of Historically Black Colleges and Universities. Connected with this Presidential event, the White House is spotlighting the new Education Department’s awards as the latest examples of the Administration’s continued emphasis to find and scale what works in advancing opportunity for vulnerable populations. Since its founding, a core goal of MBK has been promoting what works to better serve at-risk youth, including boys and young men of color.
The U.S. Department of Education published regulations today to help ensure that new teachers are ready to succeed in the classroom and that every student is taught by a great educator. The regulations build on progress happening across the country and take into account the extensive and valuable feedback shared with the Department since draft rules were first released. The regulations aim to bring transparency to the effectiveness of teacher preparation programs, provide programs with ongoing feedback to help them improve continuously, and respond to educators across the country who do not feel ready to enter the classroom after graduation.
“As an educator, I know that one of the strongest in-school influences on students is the teacher in front of the classroom,” said U.S. Secretary of Education John B. King Jr. “As a nation, there is so much more we can do to help prepare our teachers and create a diverse educator workforce. Prospective teachers need good information to select the right program; school districts need access to the best trained professionals for every opening in every school; and preparation programs need feedback about their graduates’ experiences in schools to refine their programs. These regulations will help strengthen teacher preparation so that prospective teachers get off to the best start they can, and preparation programs can meet the needs of students and schools for great educators.”
The U.S. Department of Education and the White House Initiative on Educational Excellence for Hispanics (Initiative) today released the ¡Gradúate! 2.0: A College Planning Guide to Success. The guide provides Hispanic students and families with information and resources to help navigate the process of going to college.
“This guide is a continuation of the historic investments the Obama Administration has made since day one to advance Latino student success from cradle to career,” said U.S. Secretary of Education John B. King Jr. “It will help us continue the dialogue on the importance of promoting a college going culture across the country.”
Over the next decade, the share of jobs requiring some level of higher education is expected to grow even more rapidly, with 11 of the 15 fastest-growing occupations requiring a postsecondary education. In today’s economy, higher education is a necessity for individual economic opportunity and America’s competitiveness in the global economy.
The U.S. Department of Education today announced more than $4.4 million in grants to improve literacy skills, outcomes and results for children with disabilities.
“When we improve literacy skills for children with disabilities, including those with dyslexia, we are not just teaching them how to read, we are opening doors to a lifetime of more positive opportunities, such as improved academic skills, reduction in behavioral incidences, increased school completion, and lifelong learning,” said U.S. Secretary of Education John B. King Jr. “These awards will continue to address inclusion, equity and opportunity for all children, including those with disabilities.”
Youth violence is widespread in the United States and it impacts the health of individuals, families, schools, and communities. The purpose of this brief continuing education course, developed using information from the Centers for Disease Control and Prevention, is to provide an overview of the prevalence and characteristics of teen violence and bullying and to address prevention efforts. Risk and protective factors, research findings, and strategies to help youth who are exposed to violence and bullying are also discussed.
Growing evidence about the benefits of high quality care for young children has led to a strong commitment at the federal and state levels to improve the quality of early care and education (ECE). Along with measures of quality, measures of implementation and cost of early childhood education are needed to shed light on what it takes to achieve high quality within a program. This continuing education course summarizes the findings of a literature review conducted as part of the Assessing the Implementation and Cost of High-Quality ECE (ECE-ICHQ) project funded by the Administration for Children and Families at the U.S. Department of Health and Human Services. The project’s goal is to create a technically sound and feasible instrument that will provide consistent, systematic measures of the implementation and costs of education and care in center-based settings that serve children from birth to age five.
The U.S. Department of Education today announced that the three-year federal student loan cohort default rate dropped from 11.8 percent to 11.3 percent for students who entered repayment between fiscal years 2012 and 2013. The trend has moved downward since FY 2010, when the cohort default rate stood at 14.7 percent. It’s the third straight year that the overall rate has fallen.
From FY 2012 to FY 2013, cohort default rates fell for public and proprietary institutions while rising slightly among borrowers who attended private and foreign schools.
“The Obama Administration has taken unprecedented measures to provide borrowers more options to avoid default, manage their student debt and stay on track to repayment, and to hold institutions accountable for improving student outcomes,” said U.S. Secretary of Education John B. King Jr. “Even with progress, however, we know considerable work remains ahead.”
The U.S. Department of Education today released non-regulatory guidance to help support the nation’s educators and elevate the teaching profession. The guidance encourages states and districts to prepare, train, and recruit high-quality teachers and principals to increase student academic achievement. With the enactment of Every Student Succeeds Act (ESSA), states and districts have the opportunity to reimagine the way Title II, Part A funds can be used through driving innovation and building on evidence to better support educators.
“As a student, teacher, and principal, I know firsthand the powerful difference educators make in our children’s future,” said U.S. Secretary of Education John B. King Jr. “Educators play a critical role in securing our nation’s economic future and delivering on the promise of an excellent education for all children, especially those who have been historically underserved. That’s why we are releasing guidance to help us better support our educators and ensure they not only have a seat at the table, but their voices are heard. We don’t just want educators to be part of the change; we need them to lead it.”
The U.S. Department of Education today released non-regulatory guidance to help states, districts and schools provide effective services to improve the English language proficiency and academic achievement of English learners (ELs) through Title III of the Elementary and Secondary Education Act ESEA), as amended by the Every Student Succeeds Act (ESSA). The guidance is an effort to ensure that students who are English learners receive the high-quality services they need to be college and career ready.
“In too many places across the country, English learners get less access to quality teachers, less access to advanced coursework, and less access to the resources they need to succeed. Together, we can change that reality,” said U.S. Secretary of Education John B. King Jr. “Under the Every Student Succeeds Act, we have an opportunity to give students the gift of bilingualism and of multilingualism so they are prepared for college and career with a better sense of themselves, their community, their future, and a better appreciation for our diversity as a country.”
Pursuing high-quality post secondary education is one of the most important investments a student can make, and is the surest path to the middle class in our country. Americans with college degrees are more likely to live healthier lives, be more civically engaged in their communities, have good-paying jobs, and experience greater job security. America’s students, families, and economic strength depend on a higher education system that helps everyone succeed. Achieving this goal requires making college more accessible and affordable—especially for historically underserved students—and ensuring that students graduate in a timely way with a meaningful degree that sets them up to thrive in careers and life.
That is why the Obama Administration has taken strong actions since 2009 to offset the rising costs of higher education, including expanding Pell Grants—federal financial aid offered to undergraduate students from lower-income families—and making student debt more manageable.