EDUCATORS IN DENVER ARE preparing to strike on Monday after newly elected Democratic Gov. Jared Polis declined to intervene in a pay dispute between teacher union officials and school district officials, setting up the first strike in Colorado’s biggest school district in 25 years.
“It is incredibly disappointing that [Denver Public Schools] has not yet taken our discussions at the bargaining table seriously,” Henry Roman, president of the Denver Classroom Teachers Association, said in a statement. “Now we will exercise our right to strike for the schools our students deserve.”
Before teachers take to the picket line, the two sides have a last-ditch negotiation effort scheduled for Friday, where they will try to close what Polis characterized as “small, limited differences.”
WASHINGTON – U.S. Secretary of Education Betsy DeVos announced today that the U.S. Department of Education will launch an initiative to address the possible inappropriate use of restraint and seclusion in our nation’s schools. The Office for Civil Rights (OCR), in partnership with the Office of Special Education and Rehabilitative Services (OSERS), will oversee this proactive approach which will protect students with disabilities by providing technical assistance and support to schools, districts, and state education agencies, and strengthen enforcement activities.
“This initiative will not only allow us to support children with disabilities, but will also provide technical assistance to help meet the professional learning needs of those within the system serving students,” Secretary DeVos said. “The only way to ensure the success of all children with disabilities is to meet the needs of each child with a disability. This initiative furthers that important mission.”
The Department’s Initiative to Address the Inappropriate Use of Restraint and Seclusion will not only include components that help schools and districts understand how federal law applies to the use of restraint and seclusion, but the Department will also support schools seeking resources and information on the appropriate use of interventions and supports to address the behavioral needs of students with disabilities.
No one ever shows up at brunch and says, “Oh my gosh, I was so sober last night!”
Risky behavior draws attention. As a result, people tend to assume that everyone else is doing it more than they really are.
But, over the last two decades, research on college campuses has shown that giving students the real facts about their peers reduces unsafe drinking. This approach is called positive social norms. It works because of a basic truth of human nature: People want to do what others are doing.
Now, that research is starting to be applied to a novel area: preventing sexual assault and harassment. From an unwanted comment on the street to groping in the hallways at school, surveys suggest more than half of young women and almost half of young men have experienced sexual harassment before age 18.
THE IRS HAS PROPOSED limiting the federal deduction of contributions made to charitable organizations. The move is an attempt by the White House to target a handful of states – most of them wealthy and Democratic – seeking a way around the limits on state and local tax deductions included the new tax overhaul.
But in doing so, the Trump administration would undercut its own education agenda by crippling private school choice programs in dozens of states that rely on charitable donations.
The conflict was on display Monday at a public IRS hearing, where advocates of tax credit scholarships pleaded for a carve-out to avoid collateral damage, while critics of such programs applauded what they see as a long-overdue change to the way charitable deductions are administered.
AS WE PAUSE THIS LABOR Day to celebrate the nation’s workers, we should also think about those whose profession helps prepare the citizens and workforce of tomorrow: early childhood teachers who work with children every day.
A child’s first five years are the most critical for neurological development, with their brains forming more than one million neural connections per second. This is the time when the foundation is built for future success – brain wiring for social, emotional, physical and cognitive development. Genetics and experiences both play a role in a child’s early development. And that is why access to early childhood education programs and to quality early educators matters so much.
Having high-quality programs hinges on having a high-quality workforce. But the field suffers from low wages, which leads to high turnover. Poor pay also leaves little incentive for early childhood teachers to return to college and earn degrees or other certifications to deepen their competencies and knowledge about how best to foster early learning. Today, the median hourly wage among those working in child care settings amounts to $10.72 per hour – about $22,000 per year. Indeed, preschool teachers earn a little more at about $13.94 per hour – about $29,000 per year. Despite the salary bump, these teachers still struggle to support their own families.
When I was a high school junior in New Orleans taking AP American History, my teacher assigned us a paperback book. Slim in contrast to our hulking required textbook, it was a funny, compelling, even shocking read. Lies My Teacher Told Me, by James Loewen, explained how history textbooks got the story of America wrong, usually by soft-pedaling, oversimplifying and burying the thorny drama and uncertainties of the past under a blanket of dull, voice-of-God narration.
The book also taught a lot of history. It introduced me to concepts that still help me make sense of the world, like the “racial nadir” — the downturn in American race relations, starting after Reconstruction, which saw the rise of lynchings and the Ku Klux Klan. In doing so, Lies My Teacher Told Me overturned one assumption embedded in the history classes I’d been sitting through all my life: that the United States is constantly ascending from greatness to greatness.
From the policy of separating immigrant families, to limiting the power of labor unions, to naming the next justice of the U.S. Supreme Court, this summer the DeVos family name has been all over the news.
Over the years, the parents, in-laws and husband of U.S. Education Secretary Betsy DeVos have given hundreds of millions of dollars to conservative causes. And many of those causes are front and center of policy initiatives and goals of the Trump administration right now.
Those foundations include the Dick and Betsy DeVos Family Foundation (founded by the education secretary and her husband); the DeVos Urban Leadership Initiative (formerly the Richard and Helen DeVos Foundation), founded by Betsy DeVos’ in-laws; and the Edgar and Elsa Prince Foundation, founded by her parents.
POOR SCHOOL SYSTEMSacross the country are being left to wither as wealthier districts shut the door on their cash-strapped neighbors, and states are doing little to stop it, a new report finds.
Because schools are funded in large part by local property taxes, they are vulnerable to the same economic swings as the communities in which they are located. When things go south, many states do little to ensure the struggling districts that can no longer afford to operate schools are absorbed by their more well-heeled neighboring districts.
“What happens when the local economy bottoms out like we’ve seen in a lot of Rust Belt states in part? What happens to the kids that are left there?” says Rebecca Sibilia, CEO of EdBuild, an education nonprofit that focuses on school funding. “School districts are forced to go hat in hand to all of their neighbors and beg them to take their kids.”
In the U.S., more than 4 out of 10 undergraduate college students are above the age of 25. When people talk about these adult students, you usually hear words like “job skills” and “quickest path to a degree.”
But for more than four decades, a special program in Washington state has sought to offer much more than that.
It’s called the Tacoma Program. Back in 1972, Maxine Mimms, a professor at The Evergreen State College, created a new kind of college at her kitchen table, designed to serve students who are starting over in life, and to give them access to deep, transformational learning.
HAVE U.S. SCHOOLS become more racially segregated in the past two decades? It should seem a simple question to answer, based on the racial composition of schools then and now. But it’s a raging debate among academics, journalists and policy advocates. It turns out that there are different ways to measure segregation or racial diversity and the different measures can sometimes point in opposite directions.
Consider the city of Providence, R.I. In 2000, just over a third, or 36 percent of the district’s 55 public schools were at least 90 percent minority – black, Hispanic or Asian. Fifteen years later, almost three quarters, or 74 percent, of the schools were 90 percent or more non-white. At first glance, that might look like a dramatic resegregation. It was the biggest jump in non-white schools of any district in the nation, according to Meredith Richards, an expert in school segregation at Southern Methodist University, who calculated these figures for The Hechinger Report.