(AUSTIN) – Commissioner of Education Mike Morath announced today that 20 school systems will participate in a pilot to develop its own local academic accountability system. The Texas Education Agency (TEA) will oversee a small-scale pilot program in the 2017–2018 academic year.
Established by House Bill 22 and passed during the 85th Texas Legislature earlier this year, the local accountability system program allows an independent school district (ISD) or public school charter to develop plans locally that evaluate its campuses.
The 20 systems participating in the 2017-2018 pilot are: Alief ISD; Austin ISD; Bullard ISD; Canadian ISD; Clear Creek ISD; Dallas ISD; El Paso ISD; Humble ISD; Jonesboro ISD; Lyford ISD; Midland ISD; Point Isabel ISD; Premier High Schools; Richland Collegiate High School; San Saba ISD; Sharyland ISD; Snyder ISD; Spring Branch ISD; Sunnyvale ISD; and Waco ISD.
Participating districts will be required to attend four monthly meetings hosted by TEA in the spring of 2018 as part of the local plan development. Once a plan receives TEA approval, districts and charter schools may use locally developed domains and indicators in conjunction with the three state-mandated domains to assign overall A–F ratings for each of its campuses.
Approved local accountability systems will be available for use beginning with the 2018–2019 school year.
For more information about the local accountability systems established by House Bill 22, visit the TEA website at https://tea.texas.gov/las.aspx.
FutureEd, a non-partisan think tank at Georgetown University’s McCourt School of Public Policy, launched a new website on various education related topics including ESSA examination. The organization is designed to “produce clear, compelling analysis on key education issues” for “policymakers, practitioners, the media, and other key education change agents” at the federal and local level.
INDIANAPOLIS — Indiana Gov. Eric Holcomb hosted roughly 100 students at a Statehouse event highlighting the importance of high-tech skills.
The Republican joined children from Brown County and the Indianapolis area for an “Hour of Code” exercise Tuesday, which offered a crash course in computer coding.
Indiana has long been a manufacturing-intensive state. But technological change and cheaper labor abroad has led to a decline in those good-paying jobs.
Studies now show many lack the education needed for the high-paying work that’s available.
Holcomb told students that 60 percent of the jobs that will be available when they graduate do not yet exist. He says that’s why students today should learn skills that will prepare them for the future.
The nation’s graduation rate rose again to a record high, with more than 84 percent of students graduating on time in 2016, according to data released Monday by the U.S. Department of Education.
That is the highest graduation rate recorded since 2011, when the Education Department began requiring schools to report rates in a standardized way. The graduation rate rose by nearly a percentage point from 2015 to 2016, from 83.2 percent to 84.1 percent. It has risen about 4 percentage points since 2011, when 79 percent of students obtained a high school diploma within four years.
All minority groups saw a rise in on-time graduation rates in 2016, but gaps persist. Only 76 percent of black students and 79 percent of Hispanic students graduated on time, compared to 88 percent of white students and 91 percent of Asian/Pacific Islander students.
The Obama administration considered the rise in graduation rates among its most important achievements in education, but experts have cautioned those rates can be a poor measure of how prepared young people are for work and higher education. Even as they are graduating at higher rates, students’ performance on the National Assessment of Educational Progress, a test of reading and math achievement, is unchanged or slipping…
CHICAGO – Bestselling author and American Ballet Theatre Principal Dancer Misty Copeland will lend her support to advocate for our nation’s libraries as honorary chair of National Library Week, April 8 – 14, 2018. Like librarians and library workers, Copeland’s efforts to lead social change through her writing and teaching fuel the transformation of lives through cultural understanding, education and lifelong learning.
[/media-credit] Misty Copeland
“Libraries Transform: Libraries Lead” is the theme for this year’s 60th anniversary celebration of National Library Week, reminding the public that libraries of all types serve as community compasses that lead users to endless opportunities for community engagement, enrichment and development.
“We are honored that Misty Copeland has agreed to join us as National Library Week honorary chair,” stated American Library Association President Jim Neal. “Copeland’s efforts to lead youth to pursue their dreams regardless of what challenges they may encounter, mirrors the efforts of librarians and library workers, as they work to inspire, educate and lead users to resources that improve lives.”
Copeland’s passion is giving back to communities. She supports many charitable organizations by giving her time and influence to support the greater good. Her generosity and support has extended to libraries by means of print PSAs, social media artwork and other materials that feature Copeland. Free downloadable tools are available now at ala.org/nlw, and more will be added throughout December.
“I’m thrilled to join leaders from the library community in celebrating National Library Week,” Copeland said. “Libraries help people of all backgrounds access the services and resources they need to discover their passions and achieve their goals.”
Copeland is the author of “Ballerina Body,” an instant New York Times Bestseller, published in March 2017. She is the author of the New York Times Bestselling memoir “Life in Motion,” published March 2014. Copeland is also the author of the Coretta Scott King Illustrator Book Award-winning 2014 book “Firebird,” an inspiring children’s book that shows that through hard work and dedication any young dancer can become a Firebird.
Born in Kansas City, Missouri, and raised in San Pedro, California, Misty Copeland began her ballet studies at the late age of 13. At 15, she won first place in the Music Center Spotlight Awards. She studied at the San Francisco Ballet School and American Ballet Theatre’s Summer Intensive on full scholarship and was declared ABT’s National Coca-Cola Scholar in 2000. Misty joined ABT’s Studio Company in September 2000, joined American Ballet Theatre as a member of the corps de ballet in April 2001, and in August 2007 became the company’s second African American female Soloist and the first in two decades. In June 2015, Misty was promoted to principal dancer, making her the first African American woman to ever be promoted to the position in the company’s 75-year history.
In the fall of 2014, she made history as the first black woman to perform the lead role of “Odette/Odile” in American Ballet Theatre’s Swan Lake during the company’s inaugural tour to Australia.
First sponsored in 1958, National Library Week is an annual observance by the American Library Association and libraries across the county each April. National Library Week celebrations include the release of the ALA’s 2018 “State of America’s Libraries Report,” April 9; National Library Workers Day, April 10; National Bookmobile Day, April 11; Take Action for Libraries Day, April 12; and the celebration of School Library Month throughout April.
For more information on National Library Week, please visit ILoveLibraries.org.
About the American Library Association
The American Library Association is the oldest and largest library association in the world, with more than 56,000 members in academic, public, school, government, and special libraries. The mission of the American Library Association is to provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.
Did you know that before entering kindergarten, low-income students are an average of about one year behind other students in math and reading? Did you know that African-American and Hispanic children begin kindergarten up to 13 months behind? These are gaps in both opportunity and achievement.
With support from the W.K. Kellogg Foundation, NCSL convened 23 legislators and two legislative staff at a two-day seminar in Seattle in November to focus on early learning policy strategies to address these gaps.
Under the Every Student Succeeds Act (ESSA), the federal education law passed in 2015, there are new opportunities for states to renew their efforts to give each student a similar start to their education and to ensure that they do not fall behind once they enter kindergarten.
These policymakers dialogued with 12 national policy experts on the economics, data, research and policies related to opportunity gaps, comparing their own state data to national trends and workshopping ideas. Participants left the meeting with ideas, questions and next steps for when they return home, including the following policy options:
Improved data collection to support more robust accountability and reporting.
Adequate funding and tracking resources.
Importance of high-quality teaching.
Extra supports or wraparound services.
Strategies to support English Language Learners.
Copies of all PowerPoint presentations discussing these policy options can be found here.
Perhaps hearing some of the meeting takeaways has sparked some ideas for you as well. To learn more about NCSL’s work on closing opportunity gaps through early learning opportunities in ESSA, please visit NCSL’s webpages on closing opportunity gaps and supporting early learning, or contact Madeleine Webster and Matt Weyer.
Madeleine Webster is a policy specialist in NCSL’s Education program.
Since taking office last February, the U.S. Secretary of Education Betsy DeVos has eliminated dozens of education directives to school officials. Now the Education Department is reconsidering a rule intended to hold states to a higher standard when determining if districts have overenrolled minority students in special education. It has also signaled an intention to pull back on considering “systemic” causes of discrimination during civil rights investigations at schools.
The unprecedented cleansing and revisions of Department of Education guidance to states, school districts, and private schools is passed off largely as a response to President Donald Trump’s simplistic Jan. 30 executive order that agencies remove two regulatory documents for every one issued. Even if, as has been reported, large swaths of the documents the department has eliminated so far have been out-of-date or superfluous, other guidance revisions have grave implications for marginalized students. The department’s headline-making withdrawal of Obama-era policy guidance permitting transgender students to use bathrooms and locker rooms that match their gender identities is just one such example.LLL
Read the full article here: May require an Education Week subscription.
David C. Bloomfield is a professor of educational leadership, law, and policy at Brooklyn College and the CUNY Graduate Center in New York City. He is the author of American Public Education Law, 3rd Edition. Alan A. Aja is an associate professor in the department of Puerto Rican and Latino Studies at Brooklyn College.
The Department of Education’s (Education) Office of Federal Student Aid (FSA) and postsecondary schools collect, use, and share a variety of information—including personally identifiable information (PII)—from students, their families, and others to support the administration of student aid. This information is used to make decisions about the eligibility of schools to participate in federal student aid programs, the processing of student applications and students’ eligibility to receive various types of aid, the disbursement of funds to aid recipients, and the repayment of loans and recovery of defaulted loan payments.
Education and FSA have established policies and procedures for managing and protecting student information that are aligned with applicable federal laws. However, shortcomings in key areas hinder the effectiveness of FSA’s procedures. For example, FSA established procedures and tools for managing and organizing records and scheduling them for disposition, but did not fully establish such procedures for electronic data, ensure that employees regularly received training, or conduct a required internal assessment of its records management program. Regarding the protection of student information, FSA did not consistently analyze privacy risks for its electronic information systems, and policies and procedures for protecting information systems were not always up to date. FSA’s shortcomings are consistent with the Education Inspector General’s identification of persistent weaknesses in the department’s information security policies, procedures, and controls. Recommendations to address these weaknesses are not yet fully implemented. Until FSA implements the recommendations, it increases the risk of improper disclosure of information contained in student aid records.
Based on a GAO survey of schools, the majority (an estimated 95 percent of all schools) of those participating in the federal student aid process reported having policies in place, including records retention and disposition policies. However, schools varied in the methods they used to store records, the retention periods for paper and electronic records, and the disposition control activities they employed (such as the authorization and approval process for destroying records).
FSA oversees schools’ participation in student aid programs, but this oversight does not extend to schools’ information security programs. To oversee schools’ compliance, FSA conducts reviews of schools’ student aid programs, based on a number of risk factors. However, it has not identified implementation of information security programs as a factor to consider in selecting schools for program reviews, even though schools have reported serious data breaches. GAO’s review of selected schools’ policies found that schools did not always include required information security elements, such as assessing risks or designing and implementing safeguards. Moreover, Education’s implementing regulations do not require schools to demonstrate their ability to protect student information as a condition for participating in federal aid programs. This raises concerns about FSA’s oversight and how effectively schools are protecting student aid information. Until Education ensures that information security requirements are considered in program reviews of schools, FSA will lack assurance that schools have effective information security programs.
Why GAO Did This Study
FSA oversees the award of billions of dollars in federal student aid to eligible students each year. The processing of student aid requires FSA, along with participating schools, to perform a range of functions across the student aid life cycle, including the management of PII on students and their families.
GAO was asked to examine how FSA and schools manage federal student aid records. The objectives of this study were to: (1) describe how FSA and schools use information they collect to manage the federal student aid program, (2) determine the extent to which FSA policies and procedures for managing and protecting this information align with federal requirements, (3) describe the extent to which schools have established policies and procedures for managing student aid information, and (4) determine the extent to which FSA ensures that schools protect this information. To do this, GAO reviewed Education and FSA policies and interviewed agency officials. GAO also administered a survey to a stratified random sample of 560 schools that is generalizable to the population of about 6,200 schools.
What GAO Recommends
GAO recommends that FSA take seven actions to strengthen its management and protection of federal student aid records and enhance its oversight of schools. FSA concurred or generally concurred with five of GAO’s recommendations, partially concurred with another, and did not concur with another. GAO believes all of the recommendations as discussed in the report are warranted.
For more information, contact Nick Marinos at (202) 512-9342 or marinosn@gao.gov.
Today “education is where medicine was in 1910,” stated Dan Leeds, founder of the Alliance for Excellent Education (the Alliance) and current board chairman. Leeds was referring to the pivotal moment in history, after the publication of the Flexner report, when American medical schools began to adhere strictly to the protocols of science in their teaching and research. With modern technological advances and a wider range of research methodologies for studying how humans learn and develop, the field of education likewise now has greater access to research that can guide practitioners and policymakers in how best to design schools to improve student outcomes and close achievement gaps.
But this research must be useable and accessible if researchers hope to influence education decisions. Therefore, the Alliance’s science of adolescent learning initiative focuses on translating and disseminating adolescent learning and development research to inform school improvement policy and practice, especially for secondary schools serving historically underserved students.
As part of this initiative, the Alliance recently gathered together an impressive group of researchers, practitioners, and policy experts to examine these advances in research and discuss how recent findings from the science of adolescent learning might inform high school improvement strategies under the Every Student Succeeds Act (ESSA). As states finalize their plans for identifying schools in need of comprehensive or targeted support, school districts are developing processes and strategies for ensuring that they support these schools, and their subgroups of students, using evidence-based strategies…
The science of adolescent learning is the interdisciplinary study of what happens in and with the brain during learning. To learn more, visit https://all4ed.org/issues/science-of-learning/.
Robyn Harper is a policy and research associate at the Alliance for Excellent Education.
CHICAGO – Bestselling author and American Ballet Theatre Principal Dancer Misty Copeland will lend her support to advocate for our nation’s libraries as honorary chair of National Library Week, April 8 – 14, 2018. Like librarians and library workers, Copeland’s efforts to lead social change through her writing and teaching fuel the transformation of lives through cultural understanding, education and lifelong learning.
Commentary By David C. Bloomfield & Alan A. Aja
