(Oct. 9, 2014) The U.S. Department of Education has awarded $4.7 million to nine partnerships to help improve the quality of elementary and secondary education and bolster community-wide, comprehensive services for students, families and their communities. The Full-Service Community Schools (FSCS) program supports partnerships between schools, school districts, and community-based and nonprofit organizations.
Three of this year’s grantees will support Promise Zones, a federal interagency initiative that aligns a range of resources to build ladders of opportunity in economically distressed areas across the country. The 2014 FSCS program was among the first programs to include a focus on Promise Zones. Of the five current Promise Zones designations, the three supported by FSCS are the Youth Policy Institute (Los Angeles, California), Berea College (Berea, Kentucky), and the San Antonio Independent School District (San Antonio, Texas).
“Across the nation, we’ve seen schools come together to partner with key organizations to support comprehensive services for students and their families in some of our toughest communities,” said U.S. Secretary of Education Arne Duncan. “Great schools require the entire community to work together, and these grants will help leverage our resources to create a range of wraparound services that help all students grow in the classroom, and graduate ready for college and their careers.”
(Oct. 8, 2014) The U.S. Department of Education announced 27 new grants today totaling $39.7 million under the Charter Schools Program (CSP) to expand high quality charter schools, and open new charter schools across the nation. These grants will support charter schools’ efforts to increase high-need students’ success, especially in underserved areas, in 12 states.
“These charter school grants will help open new charter schools and expand or replicate those with a record of success to help ensure that every student has access to high-quality educational opportunities that prepare them for college, careers and life,” said U.S. Secretary of Education Arne Duncan.
These grants are awarded by two CSP programs: one program is focused on helping high-performing charter management organizations open new charter schools, and the other program supports new charter schools located in states that do not have a state-level CSP subgrant program. This year’s competitions included a focus on charter schools that serve geographies designated under President Obama’s Promise Zones initiative, as well as promoting diversity and supporting military families.
(Oct. 8, 2014) The U.S. Department of Education has awarded $13.4 million to 34 organizations to help arts educators grow and improve arts instruction, and share effective models of arts in education that support student achievement in the arts and other areas.
“The arts are an essential part of a well-rounded educational experience, and all students deserve access to high-quality arts instruction,” said U.S. Secretary of Education Arne Duncan. “Great arts educators can help students grow and succeed inside and outside of the classroom.”
These grantees are supported by two distinct programs, Arts in Education Model Development and Dissemination (AEMDD), and Professional Development for Arts Educators (PDAE). AEMDD grants support school districts and non-profit organizations with arts expertise to create materials that can be integrated into arts disciplines across elementary and middle schools. The Professional Development for Arts Educators program supports professional development for arts educators that use innovative approaches to improve and expand arts education programs.
Each September brings a special day at the U.S. Department of Education: a day when the marble halls and foyers of the agency’s headquarters fill with excited crowds of students, teachers, families, local and visiting officials, and passionate supporters of the arts.
This year was no exception: on Friday, Sept. 19, winners of the 2014 Scholastic Art & Writing Awards were honored for their accomplishments. The Department sponsored the opening of two exhibits, one of awardees from around the country and one of Portland, Ore., awardees, with a total of 80 works of art. Among the honorees were the five newly chosen National Student Poets.
The day began with two workshops — one in the visual arts for the teachers of student winners, and one in poetry for the student winners.
Students at Heidelberg Elementary School in Clarksdale, Miss., work on iPads in the classroom. (Photo courtesy of Clarksdale Municipal School District)
What’s the first thing you think about when you hear about magnet schools?
If you had asked me before this summer, I probably wouldn’t have been able to answer the question. I knew a lot of people who attended magnet schools as kids, but that was about it.
After this summer, however, I know a great deal more about magnet schools and the role they play in American education. As an intern for the Magnet Schools Assistance Program (MSAP), I spent my summer researching Office of Innovation and Improvement funding to magnet schools and the impact of that money in 12 states nationwide. Magnet schools are free public schools that offer a specialized curriculum — like performing arts, International Baccalaureate (IB), or science — to students interested in a particular theme or focus.
The MSAP provides federal grants to local education agencies (LEAs) or consortia of LEAs to implement magnet school programs to achieve the primary purposes of promoting racial/ethnic diversity in schools and improving academic achievement.
(Sept. 25, 2014) U.S. Secretary of Education Arne Duncan today announced the award of $35 million for 24 new partnerships between universities and high-need school districts that will recruit, train and support more than 11,000 teachers over the next five years—primarily in science, technology, engineering and math (STEM) fields—to improve student achievement. These awards are the culmination of this year’s Teacher Quality Partnership (TQP) grant competition that President Obama announced in May at the White House Science Fair.
For the first time, this year’s TQP competition focuses on preparing STEM teachers, and increasing the participation of underrepresented groups—women, minorities and people with disabilities—in teaching STEM subjects. The 2014 TQP grantees will train teachers in a wide variety of approaches to STEM instruction, from early learning through high school levels. This advances on the goal that President Obama set in his 2011 State of the Union address to prepare 100,000 STEM teachers over the next decade with strong teaching skills and deep content knowledge. In addition, answering the President’s call to action, nearly 200 organizations have formed a coalition called 100Kin10, all committed to the goal of increasing the supply of excellent STEM teachers.
Alabama A&M University leaders (l. to r.) Provost Daniel Wims; President Andrew Hugine, Jr.; senior-year computer science student Charlevester Wims; and College of Engineering, Technology, and Physical Sciences Dean Chance Glenn join OII’s STEM executive director, Russell Shilling (second from right), following Education Secretary Arne’s Duncan’s visit to NASA’s Space and Rocket Center. (Photo courtesy of Alabama A&M University)
As Education Secretary Duncan’s bus tour departed Huntsville, Ala., on September 9th, I remained to explore the STEM and technology education programs in the area. Huntsville, home to NASA’s Space and Rocket Center, has the advantage of being a small city with huge resources to support education. I wanted to see what they were doing that might be exported to a wide range of schools across the U.S.
After Secretary Duncan’s visit to the Space and Rocket Center and its Space Camp, I was greeted by the president of Alabama A&M University (AAMU), Dr. Andrew Hugine, Jr., along with staff and students. Once on their beautiful campus, Dr. Chance Glenn, dean of the College of Engineering, Technology, and Physical Sciences, discussed the various programs AAMU has developed to help students pursue and excel in STEM fields.
Students at 8 Points Charter Middle School in Jacksonville, Ill., are prepared to succeed in high school academically, socially, and emotionally. (Photo courtesy of 8 Points Charter Schools)
During the past three years, the Illinois Network of Charter Schools (INCS) has dramatically expanded its work to educate Illinois residents about the charter school model, and to support charter school “design teams”— made up of teachers, former educators, and community organizations, for example — that seek to launch new, high-quality public schools in their respective communities. With support from the Office of Innovation and Improvement, INCS has grown its Charter Starter Consulting program to deliver consistent content and counsel to design teams while maintaining a strong focus on customized services. As a result, INCS has planted the seeds for additional charter schools to thrive, especially outside of Chicago, Illinois’ largest city, and to raise student achievement for increasing numbers of Illinois students.
How do in-school arts education programs affect student creativity, academics, or social outcomes? That is the central question for an August 27th webinar by the National Endowment for the Arts that will feature researchers from the Kennedy Center and Johns Hopkins University, who will share their investigation of these topics.
Ivonne Chand O’Neal, director of research and evaluation at The John F. Kennedy Center for the Performing Arts, will share her study on the Changing Education Through the Arts (CETA) program on Washington D.C.-area public school students, their parents, and teachers. The CETA program is supported by an OII Arts in Education National Program grant to the Kennedy Center. Mariale Hardiman, professor at the Johns Hopkins University School of Education and former principal of Roland Park Elementary/Middle School in Baltimore, Maryland, will discuss her work at the intersection of cognitive research and effective teaching strategies.
“We really don’t care if it’s public or private” stated Veronica Tate, director of the Office of Administration and Accountability at the Virginia Department of Education (VDOE). “We want to make sure parents have the right and most up-to-date information to make good choices.”
In April 2014, the Office of Innovation and Improvement’s Office of Non-Public Education (ONPE) facilitated a promising practices webinar in which officials from the VDOE and Virginia Council for Private Education discussed their successful partnership to launch a state-level equitable services working group. The state takes its obligation to provide equitable services seriously, and has taken a deliberate review of the law and associated guidance. “It is up to us,” Tate emphasized, to “ensure that our students, parents and the teachers … are served.” In addition, she indicated that technical assistance provided by the U.S. Department of Education (ED) influenced the state’s efforts to help districts understand their obligation to provide equitable services under applicable federal education programs.