SELECTIVE COLLEGES AND universities tend to overlook students seeking to transfer from community college, despite those students graduating at higher rates than other students, a new report shows.
Notably, nearly half – 49 percent – of all students enrolled in four-year colleges and universities begin at a two-year schools. But the report finds that selective schools are less likely to enroll community college students than other institutions. In fact, when it comes to the 100 most selective colleges, 14 percent of students transfer in, but only 5 percent have transferred from a community college.
Community college students who transfer to selective colleges and universities, the study found, have equal to or higher graduation rates as students who enrolled directly from high school or those who transferred from other four-year schools. They also graduate in a reasonable amount of time, earning their degrees within two and a half years, on average.
WASHINGTON—After months of research, visiting successful programs around the nation, and receiving testimony from experts and concerned citizens, today the Federal Commission on School Safety (Commission) released a 177-page report detailing 93 best practices and policy recommendations for improving safety at schools across the country.
Utilizing the information gathered, the Commission report offers a holistic approach to improving school safety, ranging from supporting the social and emotional well-being of students to enhancing physical building security. Acknowledging there can be no one-size-fits-all solution to this complex problem, the final report serves as a resource guide for families, educators, law enforcement officers, health professionals, and elected leaders to use as they consider the best ways to prevent, mitigate, and recover from acts of violence in schools. The recommendations are based on efforts that are already working in states and local communities.
“Each of us has an important role to play in keeping our students safe while at school,” said Chair of the Federal Commission on School Safety and U.S. Secretary of Education Betsy DeVos. “Through the Commission’s work, it has become even clearer there is no single policy that will make our schools safer. What will work for schools in Montana will be different than what will work for schools in Manhattan. With that in mind, this report provides a wide-ranging menu of best practices and resources that all state, community, and school leaders should consider while developing school safety plans and procedures that will work for their students and teachers.”
STUDENTS WHO RECEIVED sex education before college that included training in refusing unwanted sex were half as likely to be assaulted in college, a new study finds.
In contrast, students who received abstinence-only sex education before college were not shown to have significantly reduced experiences of campus sexual assault – though they also did not show an increased risk.
Those were some of the top-line findings from researchers at Columbia University who examined data from a survey of 2,500 students aged 18 to 29 that was conducted online between March and May 2016 as a part of the Sexual Health Initiative to Foster Transformation, a project housed in Columbia’s School of Public Health.
“This study has important implications for policy and further research,” the researchers said. “In the broadest sense, our findings point to the underexplored opportunities for pre-college sexual assault prevention.”
THE WHITE HOUSE announced Monday evening a five-year strategic plan for science, technology, engineering and math education, setting forth what it calls a “North Star” that “charts a course for the Nation’s success.”
“It represents an urgent call to action for a nationwide collaboration with learners, families, educators, communities, and employers,” the White House plan reads.
The administration’s goal is threefold: for every American to master basic STEM concepts, like computational thinking, in order to respond to technological change; to increase access to STEM among historically underserved students; and to encourage students to pursue STEM careers.
WASHINGTON — As part of its ongoing work to protect students’ civil rights and effectively, efficiently and fairly investigate civil rights complaints, today the U.S. Department of Education announced additional improvements to the Office for Civil Rights’ (OCR) Case Processing Manual (CPM).
“Our top priority in the Office for Civil Rights is ensuring all students have equal access to education free from discrimination,” said Assistant Secretary for Civil Rights Kenneth L. Marcus. “Since joining the OCR team in June, I’ve reviewed our Case Processing Manual and received important and constructive feedback on it. While we continue to work to improve the timeliness of OCR’s case processing, we have determined that additional revisions will help improve our work and allow us to be more responsive to students, stakeholders and our staff.”
The CPM provides guidelines for field investigators working to investigate and resolve complaints and to ensure schools comply with the laws and regulations enforced by OCR. The CPM underwent its last revision in March of 2018.
U.S. Secretary of Education Betsy DeVos today recognized 349 schools as National Blue Ribbon Schools for 2018. The recognition is based on a school’s overall academic performance or progress in closing achievement gaps among student subgroups.
“I’m pleased to celebrate with you as your school is named a National Blue Ribbon School,” said U.S. Secretary of Education Betsy DeVos in a video message to the honorees. “We recognize and honor your important work in preparing students for successful careers and meaningful lives. Congratulations on your students’ accomplishments and for your extraordinary commitment to meeting their unique needs.”
The coveted National Blue Ribbon Schools award affirms the hard work of educators, families and communities in creating safe and welcoming schools where students master challenging and engaging content.
FOR ALEXANDRIA Warfield, a 27-year-old music teacher at Thomas Gregg Neighborhood School in Indianapolis, living with her parents is a trade-off she’s willing to make for the sake of saving money and having a 15-minute commute to work.
“It’s been really hard to find somewhere to rent that’s affordable and is in a pretty decent area that’s close to the school,” she says. “A downtown studio is $1,000 to $1,100 a month, and that’s just not feasible for us as teachers.”
It’s a trade-off Warfield may not have to make for much longer, however, as she is currently assessing loan options and filing paperwork in hopes of becoming one of the first teachers to nab a home that’s part of a city effort to create affordable housing options for educators.
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.”
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 new school climate surveys and a quick guide on making school climate improvements to help foster and sustain safe and supportive environments that are conducive to learning for all students.
The ED School Climate Surveys (surveys) and the Quick Guide on Making School Climate Improvements will enable states, local school districts, and individual schools to collect and act on reliable, nationally-validated school climate data in real-time. These new free and adaptable resources will enable educators, administrators, and school system leaders to understand and create environments where every child can be successful.
“All students deserve schools that work to ensure safe and supportive school climates in which they can reach their full potential,” said James Cole Jr., General Counsel, Delegated the Duties of Deputy Secretary of Education. “These new surveys and quick guide will support any school that seeks to make significant improvements in all students’ safety and sense of respect and connectedness at school. We owe it to our children to ensure that school is not only safe and engaging, but that we are also working to continuously improve school climate by using resources like these.”