By Arne Duncan
Originally published September 4, 2018
I am deeply troubled by the waves of distressing and insensitive policies emanating from the office I once occupied. Some recent ones even have Republicans shaking their heads.
While the U.S. Department of Education has sent mixed signals, it appears the department would tacitly approve the use of federal education funds by districts to buy guns. That’s a long way from the 1965 law that brought the federal government into the world of education.
The original Elementary and Secondary Education Act was part of a package of civil rights laws aimed at advancing equity and justice in the classroom. It followed a decade after the historic U.S. Supreme Court decision to end legal segregation. It was America at its best, raising our sights and uniting us behind common goals.
Secretary Betsy DeVos’ position on the use of guns is part of a pattern that takes us backwards. In recent days, she has announced plans to roll back guidance we issued on campus sexual assaults. More than 1 in 5 young women and more than 5 percent of men, report being assaulted; yet, she acts more concerned with the rights of the accused than the rights of victims…
The Trump administration also weakened protections for student borrowers and reversed the rules we developed for holding for-profit schools accountable. Our young people are drowning in debt, delaying home purchases, and filing for bankruptcy, but DeVos seems more concerned with protecting for-profit colleges that are ripping them off.
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[/media-credit] Participants in the DanceLogic program. (Facebook)
Shanel Edwards, co-instructor of danceLogic, stated that “danceLogic is helping these girls have access to the arts realm and science world as possible career paths, it is allowing them to stretch their own boundaries of what success looks like for them. ”DanceLogic, a unique S.T.E.A.M. program that combines dance and computer coding leading to the development of original choreography and performance, is continuing onto its second year. Girls ranging from the ages of 13 through 18 years participate in the program held at West Park Cultural Center in Philadelphia and learn the value of focus, dedication, and teamwork, as well as industry standard coding language.
During the dance class, led by instructors Edwards of D2D The Company and Annie Fortenberry, a performer with Ballet 180, the girls learn dance skills and movement techniques. This is followed by an hour of learning industry standard coding language under the direction of coding instructor Franklyn Athias, senior vice president of Network and Communications Engineering at Comcast. “I’m helping the kids see that someone, just like them, was able to use Science and Technology to find a very successful career,” Athias expressed in a press release.
The girls use coding to create their own choreography. “The combinations of dance and logic have good synergies. Learning something like dance requires practice, just like coding,” said Athias. “The dance is more physical, but it requires the students to try, fail, and try again. Before long, the muscle memory kicks in and the student forgets how hard it was before. Coding is really the same thing. Learning the syntax of coding is not a natural thing. Repetition is what makes you become good at it. After learning the first programming language, the students can learn other programming languages because it becomes much easier.”
“My favorite thing about the program is that the students can explore leadership roles. By building their own choreography and supporting each other in coding class, they navigate creating and sharing those creations, as well as resolving conflict to make one cohesive dance. There’s a lot of beauty and bravery in that process,” stated Fortenberry.
]The very first session of danceLogic culminated with the girls performing choreography and sharing what they learned through coding and how it has impacted their lives.
Now that the Every Student Succeeds Act has been officially in place for a whole school year, states are beginning to release their lists of schools that need extra help. And there’s a particular group of schools that experts are watching closely: Additional Targeted Schools.
That’s a wonky term for a particular set of schools that need improvement, but it’s one to watch: It could end up describing anywhere from 30 to 70 percent of schools, according to preliminary observations by the Center for Assessment, a nonprofit that works with states on testing and accountability. (Although that may be the typical range, many states will be under the 30 percent threshold, the Center said.)
This bears out in individual states, too. In California, at least a quarter of schools would qualify, according to a report compiled by the state board of education earlier this year. (Check out page 429 of this document for more.) And a plurality of those schools would qualify because of struggling performance among students in special education.
Similarly, Louisiana found by using data from 2015 and 2016 that about 42 percent of its schools would fall into the category. Most would be identified because of poor performance of students in special education. (Check out page 66 of the state’s ESSA plan for more).
So what exactly are Additional Targeted Schools and what’s required of them under ESSA? Under the law, states must flag Title I schools that are in the bottom 5 percent of performers in the state for what’s called “comprehensive support and improvement.” In those schools, the district is required to come up with an evidence-based plan to fix the school’s problem, monitored by the state…
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Are states shirking their responsibilities around two of the Every Student Succeeds Act’s (ESSA) most important provisions for historically underserved groups of students? A new analysis says yes.Federal Flash delves into the findings, plus a Senate education committee hearing on ESSA implementation and the latest on the bill funding the U.S. Department of Education.
A new Alliance for Excellent Education (All4Ed) analysis finds that many states are not fully implementing the letter–or the spirit–of the Every Student Succeeds Act or ESSA. All4Ed released the analysis ahead of a Senate education committee hearing on ESSA implementation, which we’ll cover later in this post.
All4Ed previously created “ESSA Equity Dashboards” for most state ESSA plans. These dashboards assess states on fourteen equity-focused policies in the law. In terms of actual outcomes for kids, however, not all of our indicators are created equal. That’s why our new analysis summarizes the two most important equity policies from the dashboards: (1) inclusion of subgroups in school ratings and (2) definitions of “consistently underperforming” subgroup used to identify schools for targeted support.
Unfortunately, the results are mixed, with many states at risk of masking the performance of historically underserved students. In other words, a school could receive an A rating, but have a graduation rate for African American or Latino students of only 60 percent – which is hardly an A. And in many states, low-performing students may not receive the assistance they need to excel because their schools are not identified for support.
Specifically:
12 states are red because they don’t include subgroups of students in all school ratings. Another 23 states get a yellow because they don’t include all of ESSA’s subgroups in ratings or are at risk of obscuring subgroup performance on school report cards. Just 17 states get a green rating for including all ESSA subgroups in all school ratings.
On the second indicator, 16 states are red because they are at risk for under-identifying schools for targeted support. 30 states earn a yellow because students will likely need to fail across multiple indicators before the school is identified for support. In other words, it won’t be enough for a subgroup to simply be below grade level in reading. Students would need to struggle in reading, math, and other areas before being identified. Only 6 states get a green for using a definition of consistently underperforming where subgroups receive support if students are struggling on a few key measures – like achievement and/or growth.
These two issues – school ratings and school identification – were major concerns raised by senate democrats in this week’s committee hearing.
But ESSA accountability wasn’t the only issue raised. Democratic senators called on Secretary Betsy DeVos to use her authority to prevent states from using federal funds for guns. Republican chairman Lamar Alexander, while he dislikes the idea of arming teachers, said states have the flexibility to use funds under Title IV of ESSA as they see fit.
Finally, the fiscal year 2019 funding bill for the U.S. Department of Education and several other agencies passed both chambers of Congress this week and President Trump has said he will sign it.
This is the first time since 1996 that the bill funding for the Department of Education has been signed into law before the start of the new fiscal year. This is notable because it allows states, districts, and schools to know what funding they will have for certain education programs prior to the beginning of the fiscal year.
This blog post represents a slightly edited transcript of the September 28 episode of Federal Flash, the Alliance for Excellent Education’s five-minute (or less!) video series on important developments in education policy in Washington, DC. The video version is embedded below. For an alert when the next episode of Federal Flash is available, email at alliance@all4ed.org.
Despite past pledges to shrink or eliminate the U.S. Department of Education, the spending bill that President Donald Trump signed into law provides a small boost to the department’s budget for this fiscal year.
The increase of $581 million for fiscal 2019 brings the Education Department budget to roughly $71.5 billion. It’s the second year in a row Trump has agreed to boost federal education spending—last March, Trump approved spending levels that increased the budget by $2.6 billion for fiscal 2018.
The spending deal for fiscal 2019, signed late last month, includes relatively small increases for Title I (the main federal education program for disadvantaged students), special education, charter schools, career and technical education, and other programs. Although fiscal 2019 began on Oct. 1, the agreement mostly impacts the 2019-20 school year.
In addition to Education Department programs, funding for Head Start—which is overseen by the Department of Health and Human Services—now stands at $10.1 billion, a $240 million increase from fiscal 2018. And Preschool Development Grants, also run by HHS, are level-funded at $250 million.
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A spirit of hope and change hovered over the S.H.A.P.E. Community Center in Houston’s historic Third Ward community Thursday, November 15th, as dozens of engaged parents, educators, elected officials and community members were on hand at the Black Parents’ Town Hall Meeting on Educational Excellence, where a lively discussion about the state of education for Black children in the Greater Houston area took place.
Houston Independent School District (HISD) Board President Rhonda Skillern- Jones, Texas Southern University (TSU) student and Forward Times intern Treyvon Waddy, Educator Larry McKinzie, and Community Activist Monica Riley and her daughter Chirelle Riley
The event was made possible by the Bill and Melinda Gates Foundation, who partnered with the National Newspaper Publishers Association (NNPA) to create a three-year, multi-media public awareness campaign focusing on the unique opportunities and challenges of The Every Student Succeeds Act (ESSA). ESSA, which reauthorized the Elementary and Secondary School Act (ESEA) and replaced No Child Left Behind, received bipartisan support and was signed into law by President Barack Obama on December 10, 2015. The regulations are administered by the U.S. Department of Education and went into effect on January 30, 2017.
Under ESSA, states across the country adhere to more flexible federal regulations that provide for improved elementary and secondary education in the nation’s public schools. The law also ensures that every child, regardless of race, income, background or zip code has the opportunity to obtain a high-quality education.
By raising awareness of ESSA policies, the NNPA, which is a national trade association of approximately 211 Black and women-owned U.S. media companies with a weekly print and digital readership of over 20.1 million Black Americans, seeks to empower parents to advocate for instructional strategies that are in the best interest of their students and communities. In addition, this is a tremendous opportunity to increase support around academic issues that will make a difference in closing the achievement gap and ultimately the wealth gap.
Dr. Elizabeth V. Primas, who serves as the program manager for the NNPA ESSA Public Awareness Campaign and is a life-long educator, was on hand to welcome attendees and talk about ESSA being a tool to help increase the effectiveness of public education in every state, including Texas. Lynette Monroe, who is the program assistant for the NNPA ESSA Public Awareness Campaign, served as the event moderator.
Attendee and parent Johnny Taylor addressing the panelists
The panelists were asked questions regarding several topics, including how the Texas Education Agency funding structure promotes or inhibits equitable school funding, their views on standardized testing overall and specifically African American student performance, effective ways to communicate and foster engagement with African American family members, how to increase community engagement, and things the Texas Education Agency or other entities can do to better prioritize the needs of students who receive special education services.
“You must get engaged in your child’s education to ensure they don’t become a statistic,” said parent and community activist Monica Riley.
Monica was one of the five panelists, along with her daughter Chirelle Riley, who participated in this powerful panel discussion, which also included Houston Independent School District (HISD) Board President Rhonda Skillern-Jones, educator Larry McKinzie, and Texas Southern University (TSU) student and Forward Times intern Treyvon Waddy.
Monica, who is the mother of seven girls and a product of the public school system, talked about the passion she developed about education, particularly after having to make tough choices about her children’s educational future. After sending her children to public school, private school and even choosing to home-school them, Monica became an educational advocate in order to tackle the issues she saw that were not being addressed by the school administrators tasked with addressing those issues.
Black Parents’ Town Hall attendees listening to panelists
Chirelle, who is an 18-year-old sophomore at Houston Community College, spoke about her educational experience from a millenials perspective and emphasized the need for school leaders to ensure students are being taught information that can benefit them beyond simply taking a test.
Skillern-Jones spoke about her own experiences dealing with the educational choices for her kids, which is what drove her to run for public office and become a school board trustee and seek to bring about change from within. Skillern-Jones stated that the elected decision makers at the state level have made things difficult for school districts to solve many of the problems African American children face. She remained optimistic, however, that community engagement could change the current state of the educational system in Texas.
“I think that teachers should contact parents in some way on a consistent basis, not just to say your child is doing this well or this what your child did in class that day, because that’s not personal enough,” said Waddy, who is a graduate of HISD and attends TSU. “Teachers should seek to build trust with the parents and seek to know the parents on a first name basis, so they can stay in the loop. I think that will go a long way and would open the door to discuss more personal things that may be affecting the child.”
McKinzie, who is a 24-year-educator, parent of two public school students and a community activist, states that parents must talk to all elected officials and administrators and be an activist for their children. He believes that the charter schools, which are only located in Black and Brown communities, take away the necessary resources from the public schools in those same communities which disparately impacts those schools.
This regional town hall meeting was a follow-up to the National Town Hall which took place on June 26th at the Gethsemane Community Fellowship Church in Norfolk, VA, which was a part of the NNPA’s Annual Conference. This regional town hall meeting was one of several that are taking place across the country, with the focus being on encouraging parents to get involved and stay engaged in their child’s education.
The city of Phoenix Youth and Education Office is currently seeking passionate and committed individuals interested in advising the Mayor, City Council and city management on how to enhance educational strategies and positive youth development approaches within city programs and the community.
The Youth and Education Commission is comprised of no more than 17 members from local businesses, youth-serving organizations, secondary/postsecondary institutions and the Arizona Department of Education. The goals of the commission include:
Creating and strengthening partnerships and communication between the city and secondary/postsecondary institutions.
Assisting in establishing policies, developing educational initiatives, and securing resources for school readiness, high school transition to postsecondary education and career readiness.
Providing quality educational television programming targeted to educators, youth and learners of all ages.
The Youth and Education Office is also seeking youth from each council district to be part of the commission to assist in advising the city on opportunities and challenges related to youth.
Commissioners meet a minimum of once per quarter. For more information or to complete an application, visit phoenix.gov/education.
By: Dr. Elizabeth Primas,
Program Manager, NNPA ESSA Public Awareness Campaign
The Merriam-Webster Dictionary defines standards as, “something established by authority, custom, or general consent as a model or example. For example,” the Egyptians established the 365-day calendar, recording 4236 BC as the first year in recorded history. Around 1100 AD in England, it was determined that the length of King Henry Beauclerc’s foot would be used for the standard measurement of a linear foot.
These standards of time and linear measurement are still widely used and accepted today. During the Civil War, America recognized a need for standardized gauges for the railroads so that parts were easily inter-changeable. Standards continue to remain essential aspects of organization as societies increase in size and complexity. The same concept applies to academic standards in education.
In the mid-twentieth century, educators adopted academic standards. Those standards were designed to ensure that all students progressed at relatively the same pace while acquiring the skills necessary to become contributing members of society.
One example of this is the adoption of a Competency-Based Curriculum (CBC) by the District of Columbia in the 1980s. CBC consisted of a series of skill sets within a hierarchy. Students were required to demonstrate mastery of the skills at one level before progressing to the next. Teachers were required to teach/test/reteach (if necessary) and then retest. Once students demonstrated mastery, they received a score that reflected such. The score did not entail how many times the teacher had to reteach and retest before the students acquired the intended skillset.
A more recent example of academic standards is the 2009 states-focused effort to create clear, consistent, and competitive learning goals, resulting in the Common Core State Standards. Common Core State Standards were adopted by 48 states, two territories and the District of Columbia. The federal government supported the validity of Common Core Standards by providing financial incentives for state adoption.
Proponents of Common Core Standards argue that the standards provide students with the necessary knowledge to succeed in college and career regardless of geographical location. However, many critics have argued against this, emphasizing resulting ambiguity, lack of training, and lowered student expectations as the key points the identify a policy in need of revision. In 2015, the Every Student Succeeds Act, a re-authorization of the 1965 Elementary and Secondary Education Act (ESSA), offered a resolution.
Under ESSA, states have the option of keeping Common Core State Standards or creating their own state standards. The financial incentive to adopt Common Core by the federal government no longer exists and the option to work with a consortium of states to develop standards is also available to state educational leadership.
Guidelines set by ESSA for state-developed academic standards is a step in the right direction. ESSA allows for states to decide how to best set goals and meet the needs of students. It is obvious from the widespread criticisms of Common Core that uniform education standards have not worked. As states continue to develop academic standards they must keep this in mind, understanding that every child does not learn and/or demonstrate knowledge in the same way.
Unlike widgets, children will never fit perfectly into standardized molds. They learn to walk at different ages. They learn to talk at different ages. And each child has a different set of interests and learning style. Students’ ability to demonstrate mastery in one area over another has a lot to do with their previous knowledge and exposure to out-of-the-classroom experiences.
As a mother to many children, I have observed that some of my children are good in math, while others are musically inclined. A select few demonstrate the ability to make fantastic meals out of simple ingredients, while others have a hard time boiling water. We must understand that every child is capable of achievement at high levels as long as we encourage their strengths. Whatever their gifts and talents, we need them all.
Dr. Elizabeth Primas is an educator, who spent more than 40 years working towards improving education for children of diverse ethnicities and backgrounds. Dr. Primas is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow Dr. Primas on Twitter @elizabethprimas.
The National Newspaper Publishers Association (NNPA) 2018 National Leadership Awards Reception provided what one might expect when California Democratic Rep. Maxine Waters, Texas Democratic Rep. Al Green, and South Carolina’s Jim Clyburn make up one-third of the recipients.
“We are here to recognize our brothers and sisters who are truly national leaders and who stand for freedom, justice and equality not when its popular, but when it’s not so popular to be freedom fighters,” said NNPA President/CEO Dr. Benjamin F. Chavis Jr.
In her typical fiery but still eloquent way, Waters spoke passionately about she and other Democrats’ mission to impeach President Donald Trump—though, like all of the recipients, she never mentioned the president by name only referring to him as ‘Number 45.’
“My friend Jesse Jackson said if you fight, you can win. If you don’t fight, you will never know if you can win,” said Waters, who also took time to heap praise upon NNPA National Chairman Dorothy R. Leavell, the publisher of the Crusader newspapers in Gary, Indiana and Chicago.
For those who insist that Vice President Mike Pence might turn out as a worse Commander in Chief than Trump, Waters scoffed: “I say knock off the first, and go after the second,” she said, as the sold-out crowd inside the grand ballroom of the Marriott Marquis roared its approval of her fiery award acceptance speech.
Green, the veteran civil rights advocate who’s serving his seventh term in Congress, picked up where Waters left off. “I promise that I have not given up on impeachment,” Green said. “We have a president who is not only unfit for the presidency, but a man who is unfit for any office in the United States of America.”
Clyburn, who arrived in Congress in 1993 and is the third-ranking Democrat, followed his colleagues and helped to drive home their impeachment argument. “I learned early what it means to challenge the system. I learned from my dad what it means to have the power of the almighty vote,” Clyburn said. “If the [midterm] election goes the way it seems like it is, you will have the best years of your lives going forward.”
Waters, Green and Clyburn were among the nine national leaders and activists honored by the NNPA on Friday, Sept. 14. A trade organization representing America’s more than 220 African American-owned newspapers—with more than 22 million weekly subscribers, the NNPA began the Leadership Awards in 2014. The awards honor individuals who are national leaders in their specific fields and whose actions have helped to improve the quality of life for African Americans and others.
The producers of the NNPA Leadership Awards Reception decided that the best time to host such an awards reception would be during the Congressional Black Caucus Foundation’s Annual Legislative Conference, a weeklong event that’s held each September.
The CBC ALC week is the largest annual gathering of its kind in the United States, featuring 15,000 to 20,000 African American leaders and influencers.
The underlying combined objective of the CBC ALC and the NNPA National Leadership Awards Reception is to network, collaborate and strategize collectively for the advancement and empowerment of Black America.
Counted among the sponsors and supporters of the NNPA Leadership Awards Reception were General Motors, Ford Motor Company, Pfizer Rare Disease, RAI Reynolds, the Bill & Melinda Gates Foundation, AT&T, Southwest Airlines, Northrop Grumman, Volkswagen, Wells Fargo, AARP, Aetna, Koch Industries, Comcast, Ascension Health, Comcast, and Compassion & Choices.
Awardees included National Teacher of the Year Jahana Hayes, Capstone Development Founder Norman K. Jenkins, E-Commerce Leader Arsha Jones, Dr. Wally Smith, Television Personality Kellee Edwards and legendary poll worker Laura Wooten.
At 97, Wooten is the longest continuously serving poll worker in America. Immediately upon graduating from Princeton High School in 1939, Wooten was recruited to work the polls by her great uncle, Anderson Mitnaul, who was running for Justice of the Peace. More than seven decades later, Wooten is still working the polls and her 79-year streak remains intact.
“Voting is important,” Wooten told the audience who saluted her with a prolonged standing ovation. “We need to engage young people to get out to vote. I hope we can do better this year. On November 6, get out and vote,” she said.
According to new research, one-third of community college students enrolled in remedial coursework don’t even need them.
The Community College Research Center (CCRC) and social policy researcher MDRC recently released a research guide, “Toward Better College Course Placement,” revealing standard placement tests, such as the College Board’s ACCUPLACER, are actually “misdirecting” student placements.
This is important to note as a disparate number of African American students are placed in remedial courses. A 2016 report by the American Center for Progress placed the rate at 56 percent of African American students versus 35 percent of Whites. Another report, by inewsource/Hechinger Report, shows African American students are five times as likely to end up in the lowest level of remedial English coursework.
Under-placement creates additional barriers for students who are now required to pay for coursework with no credit. A 2016 report by the Education Reform Now showed that remedial coursework cost first-year students and their families nearly $1.5 billion a year in out-of-pocket expenses — expenses that don’t go towards their degrees.
In addition, many students never make it out of the remedial pipeline, having to take up to four non-credit-earning courses before putting a dent in their college requirements.
To address such under-placements, the CCRC and MDRC launched the pilot Multiple Measures Assessment (MMA) project in the fall of 2016, exploring alternative assessment options to determine whether students have been “misdirected” to remedial reading, math and English coursework. Their research guide follows the project’s partnership with 10 Minnesota and Wisconsin community colleges to design and pilot the new placement systems.
“Developmental education requires student time and expense, it may discourage some potential college students.”
By the summer of 2017, the organizations found that, while 60 percent of students are required to take developmental (remedial) education courses, one in three could be considered for traditional courses if testing is combined with other assessment tools, such as ACT Engage or the Learning and Study Strategies Inventory.
“There is strong empirical evidence that high school grade point average (GPA) is one of the best predictors of college success,” the researchers wrote. The report also noted that, while not as strong a predictor, non-cognitive measures, such as attendance, participation and problem-solving skills, should also be considered as influences.
“Improving placement testing by integrating a multiple measures approach seeks to place students at a level at which they can succeed without diverting them into unnecessary courses that delay or even derail their progress,” said Gordon L. Berlin, MDRC president.
The guide notes the project’s goal is to redirect students who could fare well. “Students who need developmental education to succeed in college-level courses should be placed into developmental courses,” wrote researchers.
The report also acknowledges “practitioners may be hesitant to change their current practices, skeptical about the measures used, or unsure where to start.” It outlines several recommendations and examples to encourage college administrators to consider alternative placement options.
“Because developmental education requires student time and expense, it may discourage some potential college students. It is important to ensure that those who could succeed in college-level courses get the opportunity to take them upon entry into college,” concluded the report. “The use of an MMA placement strategy should increase the chances that students will be optimally placed, which should then increase their chances of future success.”
Minnesota is already on-board to adapt new changes. The state legislature passed legislation in 2017 requiring the Minnesota State Board of Trustees (MSBT) to reform developmental education offerings at system campuses. The MSBT is required to implement system-wide multiple measures placement guidelines by the start of the 2020- 2021 academic year.
Some changes have already been implemented, including updates to the ACCUPLACER exam to provide a weighted score that could potentially boost student scores just below the college-level cut score along with ACCUPLACER exam waivers for students whose ACT, SAT, or Minnesota Comprehensive Assessment (MCA) scores demonstrate college readiness.
The project’s next phase is to conduct a “randomized controlled trial of multiple measures assessment in five of the pilot colleges” to determine coursework completion rates of students moved to college-level courses. The MMA project is also now exploring new placement assessments at colleges within the State University of New York system.
By Arne Duncan
