Earlier this year, shortly after 17 students and teachers were killed at Marjory Stoneman Douglas High School in Parkland, Fla., President Donald Trump created a school commission, led by U.S. Secretary of Education Betsy DeVos, to explore solutions.
And now that there has been another deadly school shooting, at Santa Fe High School in Texas, educators, parents, and others, including advocates in Washington and folks on social media, are wondering just what the commission has been up to since its inception in early March.
President Donald Trump has pledged in the past to either eliminate or dramatically scale back the U.S. Department of Education—but he’s ended up signing a spending bill that increases the department’s budget to the largest number in its history.
The new spending level approved by Congress, after months of delay, amounts to a broad rejection of the more-austere budget proposal released last year by Trump and Secretary of Education Betsy DeVos. The president and the secretary sought to eliminate some department programs and cut back others, and create two new major school choice initiatives.
The fiscal 2018 spending bill Trump signed into law last month includes a $2.6 billion increase for the Education Department over fiscal 2017 levels. Included in the new budget for the department is a $300 million increase for Title I, the federal program earmarked for students from low-income backgrounds, up to $15.8 billion, as well as increases for programs dealing with students with disabilities and for career and technical education.
In addition, the budget preserves a $2.1 billion program for educator development, which the Trump administration’s fiscal 2018 budget request had proposed eliminating. Funding for after-school and a Title IV block grant that the Trump budget also sought to eliminate was increased as well…
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Bruce Fuller, a sociologist at the University of California, Berkeley, works on how schools and civic activists push to advance pluralistic communities. He is a regular opinion contributor to edweek.org where he trades views with Lance Izumi, on the other side of the political aisle.
America’s high schools rarely offer a warm cocoon for our youths, secluded from pressing social ills. Neighborhood disparities deepen wide gaps in learning. The cowardice of pro-gun politicians leads to bloodshed inside classrooms.
President Donald Trump chose Easter Sunday to again vilify the children of immigrants, falsely claiming that dangerous “caravans” of immigrants are crossing the border to take advantage of the Deferred Action for Childhood Arrivals program. This follows the president’s implications earlier this year that young immigrants were fording the Rio Grande River simply to join the cross-border gang MS-13 and infiltrate our schools.
But students are pushing back against Trump’s efforts to inject fear and prejudice into the nation’s high schools. Hundreds walked out of Stephen F. Austin High School in Houston last month, after Dennis Rivera-Sarmiento, a senior, was detained by U.S. Immigration and Customs Enforcement officials.
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Shooting guard Klay Thompson spoke to the media about the team’s choice after their Monday night win against the New York Knicks.
“The White House is a great honor, but there are some other circumstances that we felt uncomfortable going,” Thompson said. “We’re not going to politicize anything. We’re going to hang out with some kids, and take them to the African American Museum, and hopefully teach them some things we learned along the way.”
It’s customary for NBA Finals champions to visit the White House. But after the Warriors’ win in June, many players made it clear that they did not want to go because they disagreed with President Donald Trump’s politics. In September, star point guard Stephen Curry shared his views on a possible White House visit with USA Today.
“We don’t stand for basically what our president has — the things that he’s said and the things that he hasn’t said in the right times, that we won’t stand for it,” Curry said. “And by acting and not going, hopefully that will inspire some change when it comes to what we tolerate in this country and what is accepted and what we turn a blind eye to.”
Following Curry’s comments, Trump tweeted thatthe team was uninvited. The team’s head coach, Steve Kerr, decided to let the players choose how they wanted to spend time in the nation’s capital this week while there for a game against the Washington Wizards, according to ESPN.
The team had many options, including holding a ceremony with Democratic politicians, according to NBC News. But the team wanted to depoliticize the D.C. visit.
A recent statement from the Warriors, per the New York Post, indicated the team chose to “constructively use our trip to the nation’s capital in February to celebrate equality, diversity and inclusion — the values that we embrace as an organization.”
The Dallas ISD School (Dallas ISD) board met Feb. 22 in their first meeting in the wake of the Feb. 14 Marjory Stoneman Douglas High School shooting in Parkland, Florida. The issue of school safety and security was a primary concern addressed by parents, Dallas ISD staff and the board.
“Our hearts are heavy with our brethren in Broward County, Florida,” said Dallas ISD Superintendent Michael Hinojosa. “Our hearts go out to them.”
Gail Perry, a librarian at Thomas Jefferson High School, speaking on behalf of The National Education Association (NEA) of Dallas addressed the issue of school security during the public forum.
“Columbine changed education in America forever,” Perry said. “There had been school shootings before including here in Dallas, but never had there been a mass shooting in a school before that horrible day.”
Perry asked the board to take security measures to the next level after this recent school shooting asking the board and the Dallas Police Department to work together to ensure each school has the best safety plan.
Superintendent Hinojosa provided an overview of the current and upcoming plans for protecting students and staff. There are no plans to arm Dallas ISD teachers. Arming teachers is a suggestion floated by President Donald Trump following a listening session with students and parents who have lost friends and loved ones in school shootings going back to Columbine and including the recent Parkland tragedy.
Hinojosa addressed the existing security plans for students, applauding the Dallas Police Department (Dallas PD). The Dallas PD provides with 100 sworn peace officers to protect the students of Dallas ISD and to patrol the campuses. Building security has increased in Dallas ISD since the Sandy Hook campus shooting. There are camera systems everywhere, and any visitors to the schools must go through the Raptor check-in system.
“Despite all those safety measures, we cannot legislate behavior,” said Hinojosa. “We need to be vigilant, we need to do everything in our power, and I’m very proud of the people and our principals who share information with us and with each other on these matters.”
Plans include reviewing the campus security plan individually to address their specific security needs, and to look at teacher training for emergency situations. They also want to make sure the campus metal detectors are in good working condition and ensure someone is consistently monitoring them.
“It’s a difficult problem, we can’t make schools perfectly safe, but we’ve got to try to make them safer,” said Dallas ISD Trustee and Board President Dan Micciche.
Since 1837, Historically Black Colleges and Universities (HBCUs) have been educating and preparing, primarily, but far from exclusively, African American students – nearly a quarter of HBCU students are non-Black – to contribute to the American experience. These institutions help fill the nation’s dual pipeline of productivity: providing diversely talented employees and creating employment opportunities. They consistently add both workers and job-creation to their state and local economies.
Despite being historically under-resourced, in 2014, the nation’s 101 accredited HBCUs injected $14.8 billion in direct spending impact to the national economy, adding more than 134,000 jobs, on- and off-campus, according to a recently published landmark study, HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities, commissioned by the United Negro College Fund (UNCF).
The study sheds an important light on HBCUs in the modern era. The institutions, spanning 19 states, Washington, D.C. and the U.S. Virgin Islands, disproportionately take on the challenge of providing first-generation, low-income, minority, rural and inner-city students the opportunity to earn college degrees.
Impressively, for example, HBCUs comprise just three percent of all nonprofit colleges and universities, but enroll 10 percent of African American college students, and are responsible for 17 percent of African Americans earning their bachelor’s degrees and 24 percent of African Americans earning their credentials in science, technology, engineering and math (STEM) fields. The UNCF study is a wonderful contribution – a foundation stone on which we can pursue new areas of exploration to develop enduring strategies and attract commensurate investment to increase the all too often unheralded or overlooked value of America’s HBCUs.
Connecting to Innovation Ecosystems
To build on our nation’s leadership position in the global economy, over the past half-century, America has invested heavily in developing the world’s most advanced countrywide network of regional innovation ecosystems to support talent development, creativity, research, commercialization, entrepreneurship and job creation. Unfortunately, the government, philanthropic, business and community leaders who have led the rise of – and maintain stewardship within – these fantastic ecosystems have not been successful connecting these forward-looking investments to HBCUs and the populations and communities they principally serve. This undermines prospects to grow and equip a deep and diverse enough pool of Americans to power national prosperity for generations to come.
The absence of inclusive and diverse innovation ecosystems demands the development and adoption of frameworks and strategies embedded with the magnificent contributions of HBCUs. The ROI: HBCUs can help more Americans improve their connectivity to and productivity within the 21st century economy.
Endgame: More Talent to Fuel U.S. Competitive Advantage
For most of the 20th century, those principally served by HBCUs were not able to contribute their full talent to the national economy. Yet, in those days, America could economically lead the globe with proverbially one hand tied behind her back.
In other words, back then, U.S. economic competitiveness was assured even without optimal productivity from large swaths of our population. This is no longer the case.
In today’s economy, where relentless global competition for jobs and opportunity is the new normal, the immutable laws of economic prosperity do not allow America to sustain global leadership without greater contributions from more Americans – especially the latent and untapped abilities of those principally served by HBCUs.
In January, President Trump attended the World Economic Forum in Davos, Switzerland. Of note, Klaus Schwab, Founder of the World Economic Forum, may have put it best when he said, “Capital is being superseded by creativity and the ability to innovate – and therefore by human talents – as the most important factors of production. If talent is becoming the decisive factor, we can be confident in stating that capitalism is being replaced by talentism.”
In the age of “talentism,” awakening the dormant abilities of more Americans and connecting them to the economy is the most promising path to new wealth generation, greater new job-creation and increased business output. These enhancements will improve our national economic competitiveness and quality of life for Americans, and, importantly, strengthen our national security.
Quite simply, the American economy grows more competitive when educational access is widely available. Our nation’s HBCUs broaden education access, and their positive impact on the country is undeniable. The White House Initiative on HBCUs is excited to partner across the federal government and with the private sector to foster investment in HBCUs to grow their contributions to America; as such, contributions are vital to the competitiveness of the United States.
President Donald Trump is seeking a roughly 5 percent cut to the U.S. Department of Education’s budget for fiscal 2019 in a proposal that also mirrors his spending plan from last year by seeking to eliminate a major teacher-focused grant and to expand school choice.
In order to achieve those proposed spending cuts, the president copied two major education cuts he proposed last year: the elimination of Title II teacher grants and the 21st Century Community Learning Centers. Those two cuts combined would come to about $3.1 billion from current levels. Overall, 39 discretionary programs would be cut, eliminated, or “streamlined.”
“Decades of investments and billions of dollars in spending have shown that an increase in funding does not guarantee high-quality education,” the Office of Management and Budget states in the budget document. “While the budget reduces the overall federal role in education, the budget makes strategic investments to support and empower families and improve access to postsecondary education, ensuring a future of prosperity for all Americans.”
On the other side of the ledger, Trump is seeking $1 billion for new private and public school choice programs called Opportunity Grants. This new funding could also help schools that go for the weighted-funding pilot. He also wants $500 million in federal charter school funding, an increase of roughly 50 percent from current spending levels, which is also the same as his first budget blueprint.
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Here we go again: President Donald Trump and Congress were unable to reach agreement on temporary spending plan to keep the government open. So the U.S. Department of Education and other government agencies are on a partial shutdown, as of midnight Friday night. This is the first time this has happened in four years.
Lawmakers will keep trying to hammer out a deal. But in the meantime, the department’s headquarters at 400 Maryland Ave. will be a much quieter place than usual, but most school districts aren’t going to be immediately affected if this turns out to be a short-term shutdown. A longer-term shutdown, however, could cause more headaches. Head Start, the federal preschool program, and Impact Aid to districts with a federal presence in their backyard will likely feel the pinch first. (See below for more).
Below are the answers to some frequently asked questions about what happens now:
How many people will still report to work at the Education Department? A lot fewer than usual. More than 90 percent of the department’s nearly 4,000 employees will be furloughed for the first week of the shutdown. Of course, U.S. Secretary of Education Betsy DeVos and her top aides still come in. If the shutdown goes on for more than a week, more employees could return on a temporary basis, but it would not be more than 6 percent of the department’s staff.
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Associate Editor Christina Samuels contributed to this post.
A group of lawmakers has told President Donald Trump that new funding for improving school facilities is “essential for advancing student achievement” and should be a part of any broader infrastructure spending plan.
In a Wednesday letter to Trump, Sen. Lisa Murkowski, R-Alaska, and Sen. Jack Reed, D-R.I., along with 23 other senators, all Democrats, highlighted a 2014 federal study that said it would take $197 billion to pay for repairs, modernizations, and renovations needed by U.S. schools, or about $4.5 million per school (53 percent of schools reported in the study’s survey that such actions were necessary). They also cite a separate 2016 report which reported that the nation underfunds school construction by $38 billion every year.
Democratic lawmakers want to know how Secretary of Education Betsy DeVos will work to stop bullying, harassment, and discrimination in public schools.
In a Wednesday letter, nine senators, including Sen. Patty Murray, D-Wash., the top Democrat on the Senate education committee, asked the secretary what resources the U.S. Department of Education was providing schools in order to counter “the recent increase in hateful and discriminatory speech and conduct.” They also asked for the number of ongoing investigations by the department into student-on-student harrassment based on things like race, religion, and sexual orientation, as well as whether the federal task force on bullying prevention initiated by President Barack Obama in 2010 would continue on DeVos’ watch.
The senators also took a potshot at DeVos’ boss, President Donald Trump, arguing that his remarks on Twitter have “normalized” homophobia, misogyny, and other forms of discrimination, and that his words have negatively impacted students. And they cite recent incidents in schools, from swastikas drawn in schools to Latino students blocked from entering class by a human chain of other students, to buttress their concerns.
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Earlier this year, shortly after 17 students and teachers were killed at Marjory Stoneman Douglas High School in Parkland, Fla., President Donald Trump created a school commission, led by U.S. Secretary of Education Betsy DeVos, to explore solutions.
By Jazlyn Mercer, NDG Contributing Writer
