The U.S. Department of Education (Department) has launched a process for federal student loan borrowers to be reconsidered for loan forgiveness under a temporary expansion of the Public Service Loan Forgiveness (PSLF) Program.
This limited opportunity—which the Department is referring to as Temporary Expanded PSLF (TEPSLF)—was made possible by a $350-million appropriation through the Consolidated Appropriations Act, 2018. The law provides additional conditions under which borrowers may become eligible for loan forgiveness if some or all of their payments made on William D. Ford Federal Direct Loan (Direct Loan) Program loans were made on a nonqualifying repayment plan for the PSLF Program. This opportunity is only available on a first-come, first-served basis until the $350 million has been allocated or other criteria are met.
The Department will reconsider eligibility for the TEPSLF opportunity using an expanded list of qualifying repayment plans, which includes the Graduated Repayment Plan, Extended Repayment Plan, Consolidated Standard Repayment Plan, and Consolidated Graduated Repayment Plan. Funds for this opportunity are limited, and borrowers will be considered on a first come, first serve basis. Once funds under this opportunity are depleted or other criteria are met, the program will end.
It wasn’t the 110-octane fuel or the race car suspension that captured the attention of sixth-grader Finn Alcott at Bowling Green Junior High School.
Sure, having his tympanic membrane rattled when the 1980 Corvette’s 750-horsepower engine roared to life was cool and all, but Alcott was more interested in the sports car’s sleek lines.
“I’m more into engineering,” Alcott said. “I had a collection of Hot Wheels cars when I was younger, and I always liked this one car that went faster than the others. What it was was aerodynamics.”
That a sixth-grader is even using such scientific terms serves as proof that this past Wednesday’s On Track event is serving the purpose envisioned by the Bowling Green Area Chamber of Commerce and Western Kentucky University’s SKyTeach program.
The months-long wave of teacher protests, which has rolled through roughly half a dozen states already, swelled and crashed on the front stoop of North Carolina’s Capitol building Wednesday. Demonstrators donned red and gathered in the capital, Raleigh, to demand better pay and better school funding.
And there they stayed for hours, crowding into the opening session of the Legislature and eddying in the streets outside, gathering for a massive rally nearby organized by the North Carolina Association of Educators, the state’s biggest teacher advocacy group.
Schools across the state, meanwhile, were shuttered as teachers attended the protests. More than three dozen school districts closed, according to member station WUNC, which notes that that represents more than 1 million public school students — or two-thirds of the state’s public school population — who had their classes canceled.
Teachers across the country are pushing for better pay and increased school funding. They consistently make less than other college graduates with comparable experience — even though, for many teachers, working with students is more than a full-time job.
There are long days in the classroom, clubs and activities, planning and grading, and the many after-school hours spent with students.
Earlier this spring, we asked NPR Ed readers to send in stories of teachers going to great lengths to help students succeed in and out of school. We heard from hundreds of you. Many of you said that every teacher you know fits the bill.
As the bell rings students file into class at Maxence Van der Meersch middle school. This morning the kids have a visitor – investigative journalist Thomas Huchon.
Without telling them the topic of his visit, Huchon says he’s going to show them a mini-documentary.
The video tells how the CIA spread the AIDS virus in Cuba, and says that was the real reason behind the decades-long U.S. embargo. It was only lifted, the narrator says, so American and French pharmaceutical companies could cash in on an AIDS vaccine developed by Cuban doctors.
More than two months after the Valentine’s Day mass murder of 17 students and educators at Marjory Stoneman Douglas High School in Parkland, Fla., fear and rage continues to grip a school system still reeling from the incident’s aftermath.
During a public safety forum held Wednesday in the Broward County school district, shaken students and enraged parents and educators appealed to school leaders to protect campuses from violence, demanding fixes for what they consider lax security, the district’s indifference, and failure to act to stop the former student who brought an AR-15 onto campus and killed and injured dozens.
WHEN FLORIDA OPENED THE door 17 years ago for two-year colleges to offer bachelor’s degrees, they expanded rapidly into a host of new areas: business, nursing, teaching, and more. St. Petersburg College alone created 25 bachelor’s programs. Thousands of students flocked to them, paying a fraction of what they would pay for an equivalent degree at the University of Florida. By 2014 nearly 6,000 students a year were earning their bachelor’s degrees from a community college. Despite their popularity, many people feared that the 28 taxpayer-financed community colleges were unnecessarily duplicating programs at the state’s 12 four-year public universities—and then awarding them substandard degrees. As a result, Florida’s legislature put a one-year moratorium on new programs, and then officials slowed down the creation of new ones after 2015.
Now a team of University of Florida researchers has looked back at the results of this experiment and come to a surprising conclusion: four-year state schools actually saw an increase in business even as two-year institutions expanded into their terrain. But for-profit, private universities generally took a big hit. While four-year public schools awarded 25 percent more degrees a year in the programs where local community colleges offered a competing degree, the private for-profit universities saw their degree output fall 45 percent when a nearby two-year institution posed direct competition. The results of the study were slated to be released Monday at the annual meeting of the American Educational Research Association in New York.
WASHINGTON – The Institute of Education Sciences today released the 2017 National Assessment of Educational Progress (NAEP), commonly referred to as the “Nation’s Report Card”. U.S. Secretary of Education Betsy DeVos issued the following statement in response:
“The report card is in, and the results are clear: We can and we must do better for America’s students. Our nation’s reading and math scores continue to stagnate. More alarmingly, the gap between the highest and lowest performing students is widening, despite billions in Federal funding designated specifically to help close it.
“One bright spot in today’s report is Florida, where Sunshine State students are bucking the national trend, showing significant improvement in 4th and 8th grade math and in 8th grade reading. Both low and high performers in Florida demonstrated that improvement, again bucking the national trend and narrowing the achievement gap.
They share an unfortunate bond—the principals and superintendents of schools and districts where unexpected gunfire shattered their peace and where the names of their schools and communities came to symbolize tragedy.
Columbine. Sandy Hook. And now Parkland.
For schools and district leaders in charge when the unthinkable happens, there is no playbook on how to pick up after the crime scene has been sanitized.
How do you balance attending funerals and consoling students, staff, and parents with trying to reopen a school building?
A new study conducted by researchers at Stanford, Harvard and the Census Bureau, finds that in 99 percent of neighborhoods in the United States, black boys earn less in adulthood than white boys who come from similar socioeconomic backgrounds. This undermines the widely-held belief that class, not race, is the most fundamental predictor of economic outcomes for children in the U.S.
The study looked at racial disparities in income over generations by looking at de-identified data from 20 million U.S. children and their parents. It tracked outcomes for Hispanic, white, Asian, black and Native Americans.
Nathaniel Hendren, who co-authored the study, told NPR’s Leah Donnella that black and Native American children have the lowest rates of upward economic mobility. Whites and Asians came out at the top, he said. “For Asians and white children, we find very similar processes of mobility,” Hendren said. “For Hispanics, we see slightly lower incomes for children at the same level of parent income.”