U.S. Secretary of Education Betsy DeVos today announced $71.6 million in new funding to enhance safety in schools and improve student access to mental health resources. The U.S. Department of Education made the awards under four grant programs, which support recommendations identified in the final report issued by the Federal Commission on School Safety.
“Our nation’s schools must be safe places to learn, where students feel connected and supported,” said Secretary DeVos. “These grants allow local leaders to tailor their approach to school safety and mental health in ways that meet their students’ individual needs and their particular school’s unique challenges.”
A majority of parents rarely if ever discuss race/ethnicity, gender, class or other categories of social identity with their kids, according to a new, nationally representative survey of more than 6,000 parents conducted by Sesame Workshop and NORC at the University of Chicago. The researchers behind Sesame Street say the fact that so many families aren’t talking about these issues is a problem because children are hardwired to notice differences at a young age — and they’re asking questions.
” ‘Why is this person darker than me?’ ‘Why is this person wearing that hat on their head?’ ” These are just some of the social identity questions parents might hear, says Tanya Haider, executive vice president for strategy, research and ventures at Sesame Workshop. “We sometimes are scared to talk about these things. If the adults stiffen up and say, ‘Oh, you shouldn’t say that loudly,’ that’s sending [children] a cue that there’s something wrong.”
Emotional outbursts. Lost sleep. These are signs that your kids are spending too much time with digital devices. Here’s what you can do about it.
1. Pay attention to your children’s emotional relationship with screens, not just how much time they are spending with them.
The Problematic Media Use Measure is a questionnaire you can use to help determine if your school-age child has a problem with screens. It asks about issues such as preoccupation (“Screens are all my child seems to think about”) and deception (“My child sneaks using screens”).
2. Don’t just make technology rules based on time.
Parental controls and posted schedules can be useful, but they don’t work without getting buy-in from your kids. That takes talking — and listening.
WHAT’S A HIGH SCHOOL TO do when it finds out that more than 60 boys in its graduating class of 2019 posed together, their arms extended in a Nazi salute, laughing, with at least one student flashing the “white power” sign?
That’s what Baraboo High School in central Wisconsin is figuring out after a photo taken before prom last spring at the Sauk County Courthouse in downtown Baraboo went viral this week.
Currently, school district officials are working with local authorities to investigate the incident and interview students and families involved to determine how and why the photo was taken, Lori Mueller, the school district administrator, said in a statement. She went further on Twitter, saying the school district plans to pursue “any and all available and appropriate actions, including legal,” to address the situation.
After barely surviving her confirmation battle and facing sporadic protests during visits to schools, Education Secretary Betsy DeVos could hardly have teed up a more fraught, emotional and divisive issue to launch her tenure: campus sexual assault.
Though almost no one is happy with the Obama administration’s efforts to prod colleges and universities to more aggressively combat and investigate sexual assault on campus, there is little agreement on how to make things better.
Alleged survivors, accused perpetrators and even school officials all complain that the current system isn’t working.
Last week, while the most in the media fixed their eyes on Donald Trump Jr., far-left activists geared up for a different kind of assault on the Trump administration: a full-court press to maintain a series of unlawful Obama-era policies that have stripped young men of their constitutional rights, ruined lives, and fostered politically correct (but factually challenged) hysteria on campuses from coast to coast. At issue is the Obama administration’s April 2011 “Dear Colleague” letter, a document that skipped the legally mandated regulatory rulemaking process to require colleges to adjudicate campus sexual-assault cases under a “preponderance of the evidence” standard without also securing adequate due-process rights for the accused.
Why do such a thing? Because campus activists (and Obama-administration allies) were convinced that colleges were in the middle of a “rape crisis.” Shoddy studies conducted with expansive definitions of sexual assault convinced the Left that an astounding 20 percent of college women are assaulted during their campus years, rendering the university a virtual war zone for women. It’s a rate that contradicts Bureau of Justice statistics showing that women are safer on campus than off, and that the real rate of sexual violence on campus isn’t one in five but closer to 6.1 per 1,000, a number that had been trending downward for 14 years as of 2013, the last year covered in the BJS report.
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.”
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.”
The U.S. Department of Education today released a new toolkit to inspire and support current and former foster youth pursuing college and career opportunities. The Foster Care Transition Toolkit includes tips and resources intended to help foster youth access and navigate social, emotional, educational and skills barriers as they transition into adulthood.
Currently, there are over 400,000 children and youth in America’s foster care system and every year, more than 23,000 youth age out of the system, never having found the security of a permanent home.
“Many foster youth lack stable residences and strong support structures and face tremendous barriers,” said U.S. Secretary of Education John B. King Jr. “This toolkit offers practical tips on navigating those challenges – with education as the foundation.”
The U.S. Department of Education’s Office of Safe and Healthy Students awarded Crazy Horse School on the Pine Ridge Reservation in southwestern South Dakota a Project School Emergency Response to Violence (SERV) grant totaling $107,631. The grant will be used to assist with ongoing recovery efforts following numerous student suicide deaths and attempted suicides during the last couple of years.
This is the third Project SERV grant awarded to a school on the Pine Ridge Reservation. The first grant was awarded to Pine Ridge School and the second to Little Wound School—both to assist with recovery efforts following record high student suicides and attempted suicides. Since 2010, the Department has awarded more than $650,000 in Project SERV grants to the three schools, including Crazy Horse, on the reservation.
“The youth of this community represent its future,” said U.S. Secretary of Education John B. King Jr., who was in Pine Ridge on Thursday for meetings and school visits. “The Department of Education is committed to helping this community recover from these tragedies. This grant will help Oglala educators strengthen the learning environment so that all students can reach their full potential.”