AS THE SEVENTH International Day of the Girl is observed on Thursday, experts remind the public that providing a complete education for girls and women worldwide remains a challenge. According to the United Nations Educational, Scientific and Cultural Organization, or UNESCO, girls are still more likely than boys to never enter into a school system, yet countries are committed to closing the gender gap by 2030 and also achieve universal completion of secondary education.
According to a February UNESCO report, “Historically, girls and young women were more likely to be excluded from education.”
“However globally, the male and female out-of-school rates for the lower secondary and upper secondary school-age populations are now nearly identical, while the gender gap among children of primary school age dropped from more than five percentage points in 2000 to two percentage points in 2016,” the report adds.
The popular culture tells us that college “kids” are recent high school graduates, living on campus, taking art history, drinking too much on weekends, and (hopefully) graduating four years later.
But these days that narrative of the residential, collegiate experience is way off, says Alexandria Walton Radford, who heads up postsecondary education research at RTI International, a think tank in North Carolina. What we see on movie screens and news sites, she says, is skewed to match the perceptions of the elite: journalists, researchers, policymakers.
Today’s college student is decidedly nontraditional — and has been for a while. “This isn’t a new phenomenon,” Radford says. “We’ve been looking at this since 1996.”
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.”
The U.S. Departments of Education and Justice released today new tools to improve school climates, ensure safety, and support student achievement in our nation’s schools.
To the extent a local decision is made to use school resource officers (SROs) in community schools, these resources will help state and local education and law enforcement agencies responsibly incorporate SROs in the learning environment. Additionally, the Departments have highlighted tools available for law enforcement agencies that also apply to campus law enforcement agencies.
“As educators, we are all bound by a sacred trust to protect the well-being, safety, and extraordinary potential of the children, youth and the young adults within the communities we serve,” U.S. Secretary of Education John B. King Jr. said. “School resource officers can be valuable assets in creating a positive school environment and keeping kids safe. But we must ensure that school discipline is being handled by trained educators, not by law enforcement officers. At the college level, the President’s Task Force on 21st Century Policing has important recommendations that can help campus and local law enforcement both keep students safe and safeguard students’ civil rights.”
The Obama Administration announced today that nine communities will receive flexibility and start-up grants of up to $700,000 to implement innovative programs to improve outcomes for disconnected youth.
The Performance Partnership Pilots for Disconnected Youth (P3) is a collaboration of six federal agencies—the U.S. Departments of Education, Labor, Health and Human Services and Justice, along with the Corporation for National and Community Service and the Institute of Museum and Library Services—to respond jointly to common challenges that communities face.
“The great thing about the performance partnership pilots is that they give states, cities, towns and native communities the flexibility to pool funding for programs and services that can improve outcomes for youth who aren’t in school, working, or in education and training,” said Shaun Donovan, Director of the Office of Management and Budget. “This will help change lives for 10,000 young people, particularly boys and girls of color who can succeed if given the opportunity.”
The U.S. Department of Education announced today that its Office for Civil Rights (OCR) has entered into a resolution agreement to resolve a compliance review of the Yakima School District, Washington. The review examined whether the District has taken appropriate action to address harassment of students on the bases of sex, race, color, national origin, and disability. Yakima School District is the 18th largest school district in Washington State with 23 schools and approximately 16,000 students. It is also the largest Latino majority district in Washington State.
After identifying relatively high rates of bullying in the district, OCR’s investigation found the district violated federal civil rights laws by failing to provide nondiscrimination notices or procedures for prompt and equitable resolution of student or employee complaints. In addition, OCR’s investigation revealed flawed district recordkeeping that prevented the district, or OCR, from determining whether a hostile environment exists for students and if so whether the district takes appropriate steps for solution.
The Healthy, Hungry-Free Kids Act of 2010 enabled the U.S Department of Agriculture to make historic changes to the meals served in our nation’s schools. Breakfasts, lunches, and snacks sold during the school day are now more nutritious than ever, with less fat and sodium and more whole-grains, fruits, vegetables, lean protein, and low-fat dairy. For many kids, the meals they get at school may be the only nutritious meals they receive that day—and when children receive proper nourishment, they are not only healthier, but they also have better school attendance and perform better academically. It’s not enough, though, to make the meals healthier—we must ensure that children have access to those healthier foods.
The Healthy, Hunger-Free Kids Act authorized a program, known as the Community Eligibility Provision (CEP), that can help schools achieve their educational goals by ensuring that children in low-income communities have access to healthy meals at school so they are ready to learn. In this program, schools agree to offer breakfast and lunch for free to all students, and cover any costs that exceed the reimbursements from USDA. Designed to ease the burden of administering a high volume of applications for free and reduced price meals, CEP is a powerful tool to both increase child nutrition and reduce paperwork at the district, school, and household levels, which saves staff time and resources for cash-strapped school districts.
Bem is a ninth-grade student who lives with his parents, cousins and grandparents, migrants from the Marshall Islands, in a sparsely populated area of the island of Hawaii, 25 miles away from Kau High School. There are many obstacles Bem faces on a daily basis to receive an education. Just getting to school regularly is a challenge, as it is for many other students in this largely rural part of the State.
But, lately, Bem has been attending school more regularly and has become more engaged in his school work. He even says he wants to get involved in student government. “He’s been coming to school every day, he’s more serious about his studies and he knows that learning is going to take hard work,” said Kau High and Pahala Elementary Principal Sharon Beck.
While ED’s National Blue Ribbon Schools (NBRS) are all national stars of educational excellence, the challenges faced in their respective communities are not equal. High student achievement earned Merrillville, Indiana’s Salk Elementary School its official status as a 2013 NBRS. However, those accomplishments came about amidst striking demographic changes, making Salk a superstar, in my book.
Since 2005, Salk’s low-income student population has nearly doubled, to 61 percent. The percentage of minority students – both black and Hispanic – also spiked more than 20 percent over the past 8 years in the Merrillville community, 40 minutes southeast of Chicago. The sheer number of students at Salk swelled from 479 to 674 in the same timeframe. And yet, more than 92 percent of all Salk students met or exceeded reading and math standards in 2012, including subgroups of black and Hispanic children, and students eligible for free or reduced priced meals.
Imagine you have a painful toothache that has gone untreated. Or a headache after squinting at the book you’re reading. Now imagine yourself in a classroom, struggling to pay attention and be engaged in class, with this pain gnawing at you.
For students in every part of our country, this has become a day-to-day reality.
A student’s health is strongly linked with his or her academic performance. The lack of health coverage – and the corresponding likelihood of poorer health – therefore makes it harder for many children in low-income and minority communities, to reach their full potential.