Washington, DC — Today, the White House released a new capstone report with updates about projects launched and local progress made in response to the Administration’s Rethink Discipline efforts. Rethink Discipline was launched as part of President Barack Obama’s My Brothers’ Keeper initiative and aims to support all students and promote a welcome and safe climate in schools. The full report is available here.
The White House will also convene stakeholders and leaders to discuss the progress made and the work ahead to encourage and support local leaders as they work to implement supportive school discipline practices. Today’s meeting in the Roosevelt Room will include remarks by Senior Advisor Valerie Jarrett, Cabinet Secretary and Chair of the My Brother’s Keeper Task Force Broderick Johnson, Domestic Policy Council Director Cecilia Muñoz and Secretary of Education John B. King Jr.
The U.S. Department of Education announced today the release of new guides and resources to help justice-involved youth transition back to traditional school settings. The resources include a guide written for incarcerated youth; a newly updated transition toolkit and resource guide for practitioners in juvenile justice facilities; a document detailing education programs in juvenile justice facilities from the most recent Civil Rights Data Collection; and a website that provides technical assistance to support youth with disabilities with transitioning out of juvenile justice facilities.
“It is in the interest of every community to help incarcerated youth who are exiting the juvenile justice system build the skills they need to succeed in college and careers and to become productive citizens,” said U.S. Secretary of Education John B. King Jr. “Unfortunately, many barriers can prevent justice-involved youth from making a successful transition back to school. We want to use every tool we have to help eliminate barriers for all students and ensure all young people can reach their full potential.”
After considering and incorporating extensive feedback from stakeholders across the education system and the public, the U.S. Department of Education today announced final regulations to implement the accountability, data reporting, and state plan provisions of the Every Student Succeeds Act (ESSA), with a focus on supporting states in using their flexibility to provide a high-quality, well-rounded education, and ensure equity remains at the core of implementation. The regulations will help states, districts and educators seize the opportunity ESSA provides to ensure a high-quality, well-rounded education that sets every student in America up for success in college and career.
The Department greatly appreciates the many productive comments and suggestions from parents, teachers, school leaders, district and state officials, members of Congress, civil rights organizations, and others throughout the regulatory process. The final regulations issued today reflect much of that input.
U.S. Education Secretary John B. King Jr. sent a letter today urging state leaders to end the use of corporal punishment in schools, a practice repeatedly linked to harmful short-term and long-term outcomes for students.
“Our schools are bound by a sacred trust to safeguard the well-being, safety, and extraordinary potential of the children and youth within the communities they serve,” King said. “While some may argue that corporal punishment is a tradition in some school communities, society has evolved and past practice alone is no justification. No school can be considered safe or supportive if its students are fearful of being physically punished. We strongly urge states to eliminate the use of corporal punishment in schools– a practice that educators, civil rights advocates, medical professionals, and researchers agree is harmful to students and which the data show us unequivocally disproportionally impacts students of color and students with disabilities.”
The U.S. Department of Education today released a report, “Advancing Diversity and Inclusion in Higher Education,” building on the Administration’s efforts to expand college opportunity for all. It presents key data that show the continuing educational inequities and opportunity gaps for students of color and low-income students and highlights promising practices that many colleges are taking to advance success for students of all backgrounds.
More than ever before, today’s students need to be prepared to succeed in a diverse, global workforce. Diversity benefits communities, schools, and students from all backgrounds, and research has shown that more diverse organizations make better decisions with better results. CEOs, university presidents, the military, and other leaders have accordingly expressed a strong interest in increasing diversity to ensure our nation enjoys a culturally competent workforce that capitalizes on the diverse backgrounds, talents, and perspectives that have helped America succeed.
U.S. Secretary of Education John B. King Jr. today called for more high-quality education programs within correctional facilities – especially, since nearly all of America’s 1.5 million incarcerated individuals will eventually reenter society.
In a dear colleague letter that coincides with a report showing low-literacy skills among the incarcerated, King urged states to make use of expanded resources under the Workforce Innovation and Opportunity Act. With help from that law, states can shrink achievement gaps, equip prisoners with skills and credentials to find meaningful employment and support successful reentry.
“In order to reduce recidivism, it is important for these individuals to become productive and contributing members of our society,” King wrote. “Providing these individuals with opportunity, advancement, and rehabilitation is not only the right thing to do, it also positions our country to remain economically competitive in a global economy. To foster this reintegration and reduce recidivism, we as a nation must continue to expand and develop correctional education and reentry support programs.”
Today, for the first time, the U.S. Department of Education released data showing the typical earnings of graduates of the thousands of career training programs offered by colleges across the country. This release continues the Obama Administration’s efforts to help students make more informed decisions about college enrollment and to protect students from career training programs that lead to poor outcomes yet receive taxpayer-funded federal student aid. Today’s release is a major step towards spotlighting the outcomes of students attending career college programs, providing critical information for the more than 1.3 million students currently enrolled as well as prospective students searching for a quality career college opportunity.
“For far too long, some career colleges have made dubious promises about the employment prospects of their graduates, promising high salaries that rarely live up to the hype. Americans who are working hard to get the knowledge and skills they need to succeed in the growing economy deserve better, accurate information,” said U.S. Under Secretary of Education Ted Mitchell. “The earnings data released today shine a light on how graduates are actually faring when they enter the job market, and will ensure students don’t make decisions based on too-good-to-be-true promises.”
“America’s path to progress has long depended on our nation’s colleges and universities—and today, that’s more true than ever, when a college degree is increasingly a ticket to 21st-century careers and a secure middle class life or better,” said U.S. Secretary of Education John B. King Jr. “Higher education is the gateway to opportunity for all people.”
Editor’s Note: State-by-state data follow in the table below.
Earning a college degree remains one of the most important investments one can make in his or her future. Over the course of a lifetime, the average American with a bachelor’s degree will earn approximately $1 million more than those without any postsecondary education, are more likely to repay their loans successfully, and is also far less likely to face unemployment. Ensuring all Americans have the opportunity to gain the knowledge and skills needed to succeed in the global economy is critical to our nation’s economic competitiveness and success; by 2020, an estimated two-thirds of job openings will require postsecondary education or training.
The U.S. Department of Education announced today $836,000 in grants to Minnesota, Washington state and Hawaii to improve data collection of Asian American Pacific Islander students and to help identify effective practices to close achievement and opportunity gaps through data analysis.
The Asian American Pacific Islander (AAPI) Data Disaggregation Initiative, announced by U.S. Secretary of Education John B. King Jr. in May 2016, is aimed at better accounting for the diversity in background cultures and languages in the AAPI community, as well as the wide variances in academic performance of those students. The grant program will award up to $1 million per year for five years to states.
Today, the U.S. Department of Education announced the 15 highest-rated applications for the 2016 Investing in Innovation (i3) competition, which will award more than $103 million to launch and expand evidence-based practices that support educators and transform students’ academic experiences. These 15 potential grantees—selected from 385 applications—will have to secure matching private sector funds by December 2016 in order to receive federal funding.
“Today’s announcement reflects educators’ deep commitment to students,” said U.S. Secretary of Education John B. King Jr. “Educators are constantly developing new ideas to better assist their students, and i3 empowers educators to develop these approaches into practices that can benefit schools and districts across the country.”