“I find that I am bored with anything I understand,” Karen Uhlenbeck once said – and that sense of curiosity is part of why she won the prestigious Abel Prize, from the Norwegian Academy of Science and Letters.
Uhlenbeck, an influential mathematician who was for decades a professor at the University of Texas at Austin and who has sought to encourage women to study mathematics, has become the first woman to win the Abel Prize — often called the Nobel Prize of math.
Uhlenbeck’s complex and wide-ranging work includes analyzing the “minimal surfaces” of soap bubbles and finding ways to unite geometry and physics through new mathematical approaches. She’s widely respected for her work on esoteric topics, such as partial differential equations and the calculus of variations.
U.S. Secretary of Education Betsy DeVos released the following statement on the Administration’s Higher Education Act reform principles released during today’s meeting of the National Council for the American Worker:
“To meet the needs of our nation’s students and our growing economy, we must rethink higher education. Right now, there are 7.3 million unfilled jobs in the United States, yet too many Americans remain out of the workforce because they lack the skills necessary to seize these opportunities. We must do better for our students and workers. There should be multiple educational pathways to a successful career, and the federal government shouldn’t pick winners and losers amongst them. At the same time, higher education should be more affordable, nimble and relevant. Institutions of higher education need to be freed-up to implement new ideas that could fill the many gaps between education and the economy. The Department of Education is currently leading that effort through ambitious negotiated rule making which seeks to break down the barriers to innovation in higher education and encourage new approaches and new partnerships.
THE AMERICAN FEDERATION of Teachers, the 1.7 million-member teachers union, announced a major education initiative Monday aimed at pressing lawmakers in state capitals and Congress to increase funding for public schools and universities.
The move, which includes a six-figure advertising campaign, further catapults to the national stage the educator unrest that’s unfurled across the country as teachers take to the picket lines to protest underfunded school systems, low pay, overcrowded classes and lack of resources for special education and support staff, including nurses, librarians and school counselors.
“You’ve seen a growing frustration of parents and students and educators sweeping the nation,” AFT President Randi Weingarten said Monday. “While those have been very inspiring sparks, we are having funding fights in virtually every state capital and in Washington, D.C. And the root cause of every single one of those teacher walkouts that have been roiling the country is the lack of appropriate investments.”
SECRETARY OF EDUCATION Betsy DeVos announced a $5 billion school choice proposal Thursday, pitching a national tax credit scholarship program that would allow parents to send their children to the public – or private – K-12 school of their choice.
But the proposal faces a steep uphill battle in Congress, where Democrats now control the House of Representatives and even the more moderate Republicans in the Senate, including Sen. Susan Collins of Maine and Sen. Lisa Murkowski of Alaska, have been wary of school choice policies that originate at the federal level.
“What we’re talking about is a new federal tax credit,” a senior Department of Education official said Wednesday evening. “This is an opportunity for states to take advantage of scholarship money that would be made available for them for programs they design.”
SCHOOL DISTRICTS WHERE the majority of students enrolled are students of color receive $23 billion less in education funding than predominantly white school districts, despite serving the same number of students – a dramatic discrepancy that underscores the depth of K-12 funding inequities in the U.S.
The top-line finding included in a new report from EdBuild, a nonprofit that focuses on education funding, calls into question the ways state and local dollars are used to prop up some children at the expense of others and exposes a similarly startling funding discrepancy even when comparing poor white and poor nonwhite school districts.
“What we wanted to determine was, in a country where we are so fractured by race, geographically, how does that play out and how much money on the whole do kids who are nonwhite receive versus kids who are white,” Rebecca Sibilia, CEO of EdBuild, says.
The coal miner’s son had studied his county’s rough-and-tumble labor history, written his dissertation on it, taught his high school students about it.
Now Eric Starr, who knew history never repeats itself, felt history doing just that. And he was part of it.
Standing at a secret meeting like those held by striking miners a century ago, dressed in black except for a red bandana like the ones those miners wore, he exhorted his fellow public school teachers to defy the governor and their own unions and stay out on strike.
“I’m not going back,’’ he said. “We’ve been sold out!’’
A critical new report from the U.S. Department of Education’s Office of Inspector General finds the department’s student loan unit failed to adequately supervise the companies it pays to manage the nation’s trillion-dollar portfolio of federal student loans. The report also rebukes the department’s office of Federal Student Aid for rarely penalizing companies that failed to follow the rules.
Instead of safeguarding borrowers’ interests, the report says, FSA’s inconsistent oversight allowed these companies, known as loan servicers, to potentially hurt borrowers and pocket government dollars that should have been refunded because servicers weren’t meeting federal requirements.
“By not holding servicers accountable,” the report says, “FSA could give its servicers the impression that it is not concerned with servicer noncompliance with Federal loan servicing requirements, including protecting borrowers’ rights.”
The U.S. Department of Education today released a comprehensive set of frequently asked questions (FAQs) on schools’ and districts’ responsibilities under the Family Educational Rights and Privacy Act (FERPA) in the context of school safety.
The Federal Commission on School Safety (FCSS) released an in-depth report last December, which observed that “substantial misunderstanding remains at the local level among officials and educators concerning (FERPA), and in particular its application to school-based threats.”
This FAQ document, titled, School Resource Officers, School Law Enforcement Units and the Family Educational Rights and Privacy Act (FERPA), consolidates previously issued guidance and technical assistance into a single resource to help raise schools’ and districts’ awareness of these provisions.
THE TWO NATIONAL teachers union and a leading gun safety group called on federal and state lawmakers to pass a variety of gun laws to prevent future school shootings as part of a school safety report released Monday.
The report, published by Everytown for Gun Safety Support Fund, the American Federation of Teachers and the National Education Association, comes just days before Marjory Stoneman Douglas High School in Parkland, Florida, marks one year since a mass shooting in which a former student killed 17 children and adults.
“It’s been now almost a year since Parkland,” said John Feinblatt, president of Everytown for Gun Safety. “I know students served as live witness to that tragedy, and their voices helped make 2018 the year of gun safety.
“There’s still a significant amount of work to be done,” he said. “It’s up to us to solve this problem.”