Ron Thorpe, In Memoriam

In March 2015, Secretary Arne Duncan presented a lifetime achievement award to Ron Thorpe, a courageous and thoughtful leader of educators and a good friend to many of us here at ED. Secretary Duncan’s words are posted here today in respectful memory of Mr. Thorpe, who died last night. His legacy will live beyond him.

We’ve spent a little bit of time here talking about the leadership of all of you and before I get out of here I just want to take one minute and talk about this man’s leadership. For decades, thousands and thousands of people in this Country have benefited from and relied upon Ron Thorpe’s wisdoms and ideas and his commitment, and I just thought it was appropriate for us to take a minute now and say thanks.

Visionary is a word that sometimes overused but in Ron’s case, I think it’s exactly the right one. He’s deepened the understanding of this field, not just for our Nation but across the globe. He has helped us to understand why med schools and Ed schools have to have more in common. One profession works to save lives, the other to transform them. And the training for all of this critical work should be equally rigorous.

Over the past nine years, America’s teachers and the broader education community have come together to celebrate and strengthen the teaching profession, and over this time, nearly 50,000 educators have had the opportunity to share ideas and debate important topics and learn from one another. As a result of teaching and learning, the international summit on the teaching profession developed a couple years ago. We had our first session in New York. We’re now traveling across the globe, which I had the pleasure to participate that. We’ve been working with our peers from dozens of countries around the world. This is continued with summits when we go into other capitals like Canada as I said earlier in just a couple of weeks.

For Ron, it’s been a labor of love celebrating the great, great work of America’s teachers. And now as we head into the ninth year of teaching and learning, we would like to recognize Ron for his tireless commitment to leadership. To be an accomplished teacher, one has to commit to a lifetime of learning and that’s what Ron is all about, from his beginnings in the classroom to his work in philanthropy and the media and now here at this incredibly vibrant event. Ron knows and appreciates that teachers and educators deserve conferences like this, filled with chances to learn from one another. Ron’s been the genius behind bringing the world’s fair the dabbles of education to tons of educators. Perhaps most fundamentally, Ron knows it is not enough to believe in the potential of great teaching that it takes tireless and committed effort to realize the hugely important potential.

And I’m so grateful to call Ron a friend, a partner. His integrity and his courage inspire me every single day. It’s because of his bold vision that I think we all should honor Dr. Ronald Thorpe with the National Board’s first ever Award for Distinguished Service in Teaching and Learning.

New Measures to Combat Sexual Violence

College campuses should be safe places where all students are free to focus on the joy of learning, forge lasting friendships, and explore the interests that lead to lifelong callings and careers. Even one sexual assault at our nation’s colleges and universities is too many.

This is an issue of great concern for President Obama, Vice President Biden, and all of us at the Department of Education. In hearing from many dedicated men and women from across the postsecondary and law enforcement communities — from college presidents, trustees, deans, and student affairs professionals, to attorneys and campus security staff, to student advocates, we know that many of you are devoting significant efforts to ending this threat because you are deeply committed to the health and wellbeing of our students and communities.

These cases are often difficult, complex, and emotionally harrowing. And we recognize that the problem of sexual violence doesn’t begin on college campuses, nor is it isolated to them. As we work to keep college students safe, we must also work more broadly, as partners – across the education pipeline, and throughout society – to address the issue, including by identifying and disseminating promising practices.

There’s no “one-size-fits-all” method to tackling this challenge, and our Department supports a variety of approaches. In addition, there are many different types of campuses and institutions. Some serve 800 students, others serve 80,000. Some have residential communities, some are exclusively commuter campuses.

In 2014, the President established the White House Task Force to Protect Students from Sexual Assault, co-chaired by the Office of the Vice President and the White House Council on Women and Girls. The Task Force recommendations have led to:

  • The creation of the NotAlone.gov website for students and schools to access resources on responding to and preventing sexual violence;
  • The compilation of effective training materials for students and for school, health center and victim services staff;
  • A sample memorandum of understanding between higher education institutions and law enforcement agencies; and
  • The clarification of schools’ reporting obligations under all the applicable laws.

As an agency, we’ve worked to improve the coordination of our enforcement efforts. Our Office for Civil Rights (OCR), in particular, has taken steps to:

  • Issue policy guidance on schools’ obligations under Title IX to prevent and address sexual violence;
  • Provide resources and technical assistance, through our headquarters and regional offices, to inform school officials, parents, students, and others of their rights and responsibilities under the law;
  • Engage in more robust enforcement of Title IX through our complaint and investigation process;
  • Improve coordination between our Federal Student Aid office and OCR for Clery and Title IX compliance; and
  • Increase transparency by posting resolution letters and agreements with recipients on our website and NotAlone.gov, and by making public, for the first time, a list of colleges and universities under OCR investigation for their handling of sexual violence complaints.

And, today, July 1, 2015, final regulations take effect implementing the changes made to the Clery Act by the Violence Against Women Reauthorization Act of 2013. These new regulations reflect extensive public comment and the consensus of a broad-based negotiated rulemaking committee.

We will soon be sharing additional information with the higher education field to support implementation, including a summary of the final regulations. We are in the process of updating the Handbook for Campus Safety and Security Reporting, reflecting the new requirements, and we will be reaching out to the field for help with the revisions. To help address questions about the final regulations, we will provide support and hold other public opportunities to assist the field.

The final regulations:

  • Increase transparency by adding dating violence, domestic violence, and stalking to the list of crimes about which an institution must disclose statistics to the public, its campus community and the Department; and
  • Require institutions to make enhanced disclosures regarding disciplinary proceedings used to resolve allegations concerning these crimes, protective measures provided by the institution following an allegation of these crimes, and the training programs in place to better inform its campus community about awareness and prevention.

In the months ahead, the Department will continue working with institutions, states, advocates and other higher education stakeholders to expand our shared knowledge, identify best practices and prevention models, and increase our capacity to combat sexual violence.

Maintaining our students’ health, safety and wellbeing is our greatest trust, and we’ll continue to make it our highest priority.

Ted Mitchell is U.S. Under Secretary of Education

Johan Uvin: Pathways to Citizenship Through Career and Technical Education

June is Immigrant Heritage Month. In recognition of the diverse linguistic and cultural assets of immigrants and the value they have brought and continue to bring to the United States, the Department of Education will share the immigration stories of its staff throughout the month of June.

Johan’s grandparents, parents, and a few of his siblings.

Johan’s grandparents, parents, and a few of his siblings.

I was raised, along with my two brothers and three sisters, just about 30 miles Northwest of Brussels in a small village that has since become part of a much larger medieval city called Aalst, Belgium. My mother stayed home to raise us while my father worked as a laborer in a company that grew cut flowers and experimented with cloning. When we were teenagers my father purchased the same company where he’d been a laborer. This allowed our family to ascend into the middle classes. However, a few years later foreign competition and rising labor costs made it impossible for my father’s company to compete within this changing market. Times were equally hard for workers.

At the time I received my degree to become a middle school Language Arts and History teacher, youth unemployment—even among those with postsecondary education or training—was high. Luckily, I landed a one-year teaching assignment out of school in a vocational school where the students had difficulties learning. I loved it. My students were awesome and although they struggled with literacy and numeracy they were all great at their trade. This experience, along with the perspective I gained volunteering with immigrant youth and low-skilled adults, was a key factor in my commitment to addressing the skill imperative in my community. I created a non-profit for adults without high school credentials and merged it three years later with two other non-profits focused on adult literacy and immigrant language services. Like any young man, I’d worked my fair share of odd jobs to pay the bills, but these opportunities were different. They were more formative and allowed me to work in areas where I felt passionately. Partnering with the other non-profit organizations allowed us to create a municipal education collaborative that subsequently became a fully publicly funded and professionally staffed municipal basic education center. After receiving a Master’s in Teaching from Vermont’s School for International Training, I moved to Boston with Alison, a graduate school classmate who became my wife and the mother of our twin boys, Stephen and Elliot.

Johan Uvin Official Photo

Johan Uvin is the Acting Assistant Secretary of the Office of Career, Technical and Adult Education at the U.S. Department of Education.

It was in Boston that I began my U.S. teaching career at the Y, where I made $120 a week. Alison supplemented that by teaching workplace ESL just across the bridge in Cambridge. I went on to find a full-time job teaching refugees at a program run by the Asian-American Civic Association (AACA) and then began to teach at garment shops and nursing homes before eventually doing program coordination and administrative work. It was a wonderful time. I loved teaching, and still do, because I can facilitate opportunities for hard-working youth and adults to improve their English, literacy, and numeracy skills so they can find pathways into the middle class.

At the encouragement of friends and colleagues, at the age of 40 I went back to school to get a Master’s in International Education and a Doctorate in Administration, Planning, and Social Policy at Harvard’s Graduate School of Education. This allowed me to move into new areas of work in the public and private sectors at the local and state levels, and now at the national level.

My experiences as an immigrant—both the challenging and rewarding ones—are always on my mind as I am confronted with daily decisions that affect immigrants, refugees, and other often disadvantaged individuals and communities. In my role as the Acting Assistant Secretary of the Office of Career, Technical and Adult Education, I strive to promote access to, participation in and completion of high-quality educational opportunities for all Americans, including our newest ones. I do this work so that they can obtain the necessary academic and technical skills to achieve the American dream and pursue a pathway to citizenship—like I have been so fortunate to do while serving in the Obama administration.

Johan Uvin is the Acting Assistant Secretary of the Office of Career, Technical and Adult Education at the U.S. Department of Education.

La voz de los padres es esencial en la educación

Los padres son un ingrediente imprescindible de la educación. Los padres pueden ser la voz de grandes expectativas para los niños y para apoyar a los educadores en la creación de escuelas donde todos los niños reciban lo que necesitan para tener éxito. Una excelente educación es un derecho civil de cada niño; y mientras que nuestra nación ha dado grandes pasos, incluido una tasa récord de graduación de escuela secundaria, y asistencia a la universidad en máximos históricos, tenemos mucho camino por recorrer para asegurar que todos los niños tengan las mismas oportunidades de aprender.

Los padres pueden desempeñar un papel clave en exigir una educación de clase mundial para sus hijos, como se merecen. Pero, para muchos padres y familias puede ser una tarea incierta determinar cuál es la mejor manera de apoyar a sus hijos o qué preguntas deben hacer para asegurar que sus hijos aprendan y se desarrollen.

Por eso hoy, hablando desde el punto de vista de un padre de dos niños pequeños, el secretario Arne Duncan describió un conjunto de derechos educativos que debe tener cada familia en Estados Unidos, durante su discurso en la Convención Nacional de la PTA en Charlotte, Carolina del Norte. Este conjunto de tres derechos fundamentales que tienen las familias puede unir a todos los que trabajan para asegurar que los estudiantes estén preparados para prosperar en la escuela y en la vida. Estos derechos acompañan la trayectoria educativa del estudiante, incluido el acceso a la educación preescolar de calidad; la participación en escuelas primarias y secundarias seguras, dotadas con buenos recursos, y que requieren un alto nivel de todos los estudiantes; y acceso a una educación superior de calidad a precio asequible.

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Los padres y las familias pueden usar estos elementos básicos y necesarios de una excelente educación para construir relaciones más profundas con los educadores, administradores y líderes de la comunidad en apoyo de las escuelas, para que estos derechos se conviertan en realidad. Durante la Convención, el secretario Duncan también declaró su esperanza de que los padres le pidan cuentas a los funcionarios electos y los demás responsables, para acelerar el progreso en la educación y ampliar las oportunidades a más niños, especialmente los más vulnerables de nuestra nación.

Las declaraciones del secretario Duncan sobre este conjunto de derechos complementa el trabajo del Departamento de Educación para llegar a los padres, incluido la iniciativa Marco de desarrollo de capacidad dual para establecer alianzas entre las familias y las escuelas, presentada el año pasado; las herramientas que pueden ayudar a las familias y los estudiantes a seleccionar la universidad más adecuada para ellos; y el apoyo de los Centros de Capacitación e Información para Padres, y otros centros de recursos.

Durante su estancia en Charlotte, el secretario Duncan también participó en el panel “Escuelas Preparadas para el Futuro” (Future Ready Schools) para enfatizar la importancia de integrar la tecnología en el aula, sobre todo como una herramienta para promover la equidad para todos los estudiantes.

Para aprender más sobre los derechos que el secretario Duncan discutió hoy y para encontrar otros recursos para padres y familias, visite la página web del Departamento: Participación Familiar y Comunitaria. También considere unirse al secretario Duncan en una charla en Twitter para continuar el diálogo sobre la participación de los padres en la educación, que se celebrará el 1 de julio a las 1:30 p.m., hora del este, usando #PTChat.

Tiffany Taber es la jefa de personal para Desarrollo de Comunicaciones en el Departamento de Educación de EE.UU.

The Critical Voice of Parents in Education

Parents are critical assets in education. Parents can be a voice for high expectations for children and for supporting educators in creating schools where all children receive what they need to succeed. An excellent education is every child’s civil right; and while our nation has made great strides—with a record high school graduation rate and college enrollment at all-time highs—we have much further to go to ensure that every child has equal opportunity to learn.

Parents can play a key role in demanding the world-class education that their children deserve. But, for many parents and families, it can be an uncertain task determining the best ways to support their children or the right questions to ask to ensure their children are learning and growing.

That’s why, today, speaking from the perspective of a father of two young children, Secretary Arne Duncan described a set of educational rights that should belong to every family in America in a speech at the National PTA Convention in Charlotte, North Carolina. This set of three foundational family rights can unite everyone who works to ensure that students are prepared to thrive in school and in life. These rights follow the educational journey of a student—from access to quality preschool; to engagement in safe, well-resourced elementary and secondary schools that hold all students to high standards; to access to an affordable, quality college degree.

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Parents and families can use these basic—but necessary—elements of an excellent education to build deeper relationships with educators, administrators, and community leaders to support schools so that these rights become realities. At the Convention, Secretary Duncan also noted his hope that parents will hold elected officials and others accountable for accelerating progress in education and expanding opportunity to more children—particularly our nation’s most vulnerable.

Secretary Duncan’s discussion of this set of rights complements work by the Education Department to reach out to parents—from the Dual Capacity-Building Framework for Family-School Partnerships released last year, to tools that can help families and students select the best colleges for their needs, to support of Parent Training and Information Centers and resource hubs.

While in Charlotte, Secretary Duncan also participated in a “Future Ready Schools” panel to emphasize the importance of integrating technology into the classroom, especially as a tool for promoting equity for all students.

To learn more about the rights that Secretary Duncan discussed today and to find other resources for parents and families, visit the Department’s Family and Community Engagement page. And, consider joining Secretary Duncan in a Twitter chat to continue the dialogue about parent involvement in education on July 1 at 1:30 p.m., ET, using #PTChat.

Tiffany Taber is Chief of Staff for Communications Development at the U.S. Department of Education

3 Options to Consider if You Can’t Afford Your Student Loan Payment

Frustrated man - 3 Things You Should Do If You Can't Afford Your Student LoansThe U.S. Department of Education offers a number of affordable repayment options for borrowers who are struggling to pay back their student loans. The important thing to remember about all the options below is that it’s completely free to apply! Also, if you ever have questions or need FREE advice about your student loans, you can always contact your Department of Education loan servicer.

1. Switch Your Repayment Plan

You may be able to lower your monthly student loan payment by switching to a different repayment plan. Use this calculator to compare what your monthly payment amount could be if you switched your plan.

If you don’t pick a different plan when entering repayment, you are automatically enrolled in the 10-year Standard Repayment Plan. However, many borrowers don’t realize that you can switch your plan at any time by contacting your loan servicer.

One of the most popular options for borrowers who are looking to lower their payments is the income-driven repayment plans.

We offer three income-driven repayment plans:

  1. Pay As You Earn
  2. Income-Based
  3. Income-Contingent

Benefits:

  • Your monthly payment will be a percentage of your income. Depending on the plan, that may be 10% or 15% of your discretionary income, or something else. What you ultimately pay depends on the plan you choose and when you borrowed, but in all cases, it should be something you can afford.
  • Your monthly payment amount will be lower than it would be under the 10-Year Standard Repayment Plan if you qualify to make payments based on your income. In fact, it could be as low as $0 per month!
  • Any remaining balance on your loans is forgiven if your federal student loans are not fully repaid at the end of the repayment period (20 or 25 years).

Income-driven repayment plans are a great option if you need lower monthly payments. However, like all benefits, there are also costs. All of these benefits will ultimately increase the amount of interest you pay over time. The income-driven repayment plans also have tax consequences for any forgiveness received.

Apply for an income-driven repayment plan now

If one of the income-driven repayment plans is not a good option for you, we offer other options. Your servicer can help you identify the best plan to fit your needs.

2. Consolidate your Student Loans

Loan consolidation can simplify your payments by combining multiple federal student loans into one loan. Consolidation can also lower your monthly payment.

Benefits:

  • Can lower your monthly payment by extending your repayment period (spreading your payment out over more years). The repayment term ranges from 10 to 30 years, depending on the amount of your consolidation loan, your other education loan debt, and the repayment plan you select.
  • Will allow you to qualify for additional repayment options. If you have FFEL or Direct PLUS Loans, consolidating your loans into a Direct Consolidation Loan will allow you to qualify for additional repayment plans, such as the Pay As You Earn or Income-Contingent Repayment Plans, that you wouldn’t have qualified for if you hadn’t consolidated.
  • Your variable interest rate loans will switch to a fixed interest rate. It’s important to note that consolidation will lock-in interest rates on variable-rate loans, but will not lower them further. This would be a benefit if, like now, interest rates are low.

The benefits listed could provide relief to some borrowers. However, it’s important that you also weigh the costs before consolidating. For example, because you’re restarting and possibly extending your repayment period, you’ll pay more interest over time. Additionally, you may lose borrower benefits, such as interest rate discounts and loan cancellation benefits, offered with the original loans.

Apply for a direct consolidation loan now

3. Postpone your Payments

Under certain circumstances, you can receive a deferment or forbearance that allows you to temporarily postpone or reduce your federal student loan payments.

Deferment and forbearance may be a good option for you if you are temporarily having a difficult time paying back your student loans. Deferment and forbearance are not good long-term solutions. If you think you’ll have trouble paying back your loans for more than a year or you’re uncertain, you should consider an income-driven repayment plan or consolidation.

Benefits:

  • You do not need to make student loan payments during a deferment or forbearance.
  • The federal government may pay the interest on your loan during a period of deferment. This depends on the type of loans you have.

Again, deferment and forbearance are not good long-term solutions for borrowers who are struggling to pay back their student loans. Some reasons why:

  • With a deferment, interest will continue to be charged on your unsubsidized loans (or on any PLUS loans).
  • With a forbearance, interest will continue to be charged on all loan types, including subsidized loans.
  • The interest you accrue during periods of deferment or forbearance may be capitalized (added to your principal balance), and the amount you pay in the future will be higher.

If you can, you should consider making interest payments on your loans during periods of deferment or forbearance

To request a deferment or forbearance, contact your loan servicer

If you need help deciding which of these options is best for you, contact your loan servicer. They can help you weigh the different options based on your unique situation.

Nicole Callahan is a Digital Engagement Strategist at Federal Student Aid.

Joseph A Smith, Jr. Appointed Special Master

I am deeply honored to have been appointed by the U.S. Department of Education to be Special Master. Other activities with regards to alleged predatory activity in the offering of education and training, particularly to low and moderate income Americans. I  believe that working with all the stakeholders in this very important issue, the Department of course, students, people who represent them, state attorneys general and others, we can craft a fair efficient means of giving redress to people who have been wronged. I’m very excited about this opportunity and look forward to working with the Department and others to a good end for all Americans.

I’ve learned through my work as monitor under the National Mortgage Settlement about the importance of public trust and confidence. I undertake to do everything I can in this new endeavor to keep the public informed and to justify that trust and confidence.

World Refugee Day: Celebrating the Bravery of our Students and Their Families

From as far back as I can remember, copies of the National Geographic in my grandparents’ home fascinated me. Unfolding the maps, I placed my finger over cities with names like Yangon, Nairobi, Saigon. I looked at pictures of villages in Africa, in China, and dreamed of meeting the people there. For a girl growing up in the Texas panhandle, this was indeed a dream. Little did I know that the world would come to me in the faces of students from countries as diverse as Burma, Somalia, Kenya, Cuba, Vietnam and Iraq.

The first year I taught refugee students, my co-teacher and I had almost no knowledge of how to work with students from countries other than Mexico. Their families were placed here because so many are able to process beef for wages unheard of in their home countries without the need for much language skill.

My students are the bravest people I’ve ever met. From their drawings, a few photos, and their writing, I know that they’ve come from the kind of trauma most of us will never experience. Children from Africa came from a camp where home was little more than a tarp and a butane burner. Rationed food often ran out before resupply trucks came. Basic survival took most of their energy and school was a dream for other children.

Hawa and Shanna Peeples (Photo courtesy Shanna Peeples)

Hawa and Shanna Peeples (Photo courtesy Shanna Peeples)

Hawa, a beautiful Bantu girl who came from the Kakuma camp in Kenya, had never sat in a school until she came to the U.S. Teaching her to write her name in English was a revelation to her and she wrote it everywhere. Her enthusiasm for Texas extended to wearing a Dallas Cowboys jersey over her hijab.

Tin and her family fled warfare in her native Burma (Photo courtesy Shanna Peeples)

Tin and her family fled warfare in her native Burma (Photo courtesy Shanna Peeples)

Tin, whose family fled warfare in her native Burma, handed her over a razorwire fence into a camp in Bangkok, convinced that she would find a better life in the U.S. In my classes, she tutored other students, hugged those who cried, and was a founding member of her Buddhist youth group. Others from Burma: ethnic minorities from the Karen, Karenni, and Chin cultures, joined the class and offered to share lunches out of their tiffins with their teachers.

Their smiles gave no clue to what they left behind: villages burned, family members murdered. Many were separated from parents, most from their best friends. They’ve had to quickly learn to speak and read English so they can translate for family and neighbors. One of our 14-year-olds was gone for a week because she had to translate the breast cancer treatment plan for an older relative.

When I’ve visited students and their families in what appears to be plain homes and apartments, I’ve left amazed at their creativity. The families have put up altars, rugs, tapestries, successfully grafting some of home into their new communities. Within their tightly knit neighborhoods they’ve built temples and mosques, joined churches, and celebrated weddings and funerals. But despite outward differences, these families want what we all want for our children: for the next generation to thrive and prosper.

Our refugee families help to make us a better school and our communities a better place to live because their belief in the American dream is a reminder of why our country is a beacon of hope to the world.

Shanna Peeples is an English teacher at Palo Duro High School in Amarillo, Texas. She was named the 2015 National Teacher of the Year.

Helping families navigate their higher education options

From the start of this Administration, President Obama has charged our team to join him in doing everything we can to make college an affordable reality for everyone. As part of that effort, in August 2013, he asked us to develop a system that will help students compare the value offered by colleges and that will hold institutions accountable for preparing their students to be successful.

Today, I want to update you on our progress as part of that effort.

Since the President outlined this initiative, we have seen even more progress toward these broader goals. The higher education conversation has shifted from simply ensuring access to one that focuses on success – supporting students through completion and readiness for careers, citizenship and life. We’ve recognized that there is great value in the colleges and universities who serve students from all backgrounds and provide them with a quality education at an affordable price – and that spending more money and excluding more students are not necessarily signs of quality. We’re seeing important signs of progress. Some States and colleges are taking bold steps toward lowering costs and improving outcomes. And in addition to a higher-than-ever high school graduation rate, more Americans are completing degrees than ever before, including more Latino and African-American students.

Building on this momentum, consistent with the objectives laid out by the President, it is critical to ensure that we are doing all we can to:

  • Help families choose a college that works for them – and that they can afford – and create a user-friendly tool that supports that selection and comparison process
  • Increase transparency and make information about schools’ outcomes free and useful
  • Improve our measurements of college outcomes so that students and taxpayers get the most for their investment
  • Engage students, parents, higher education leaders, researchers, experts, counselors and advocates about how best to meet these objectives

We are pleased to report that we are making progress toward those goals. And as part of this update, as we have over the course of the last two years, we want to share some of what we have heard as we have continued working on this project:

  • Students of all backgrounds, but especially lower-income students and those who counsel them, are eager for additional information that will help them make smart choices among their college options, and they would welcome the federal government lending its credibility and resources to this effort.
  • Colleges have many missions and serve many different kinds of students. Developing meaningful ways to evaluate them through a rating system is an extremely complex and iterative process that appropriately takes time and thoughtfulness.
  • While no single measure is perfect, and many important elements of education cannot be captured by quantitative metrics, cultivating and releasing data about performance drives the conversation forward to make sure colleges are focused on access, affordability and students’ outcomes.

Taking into account that feedback, and to advance the overarching goals set by the President, later this summer we plan to release new, easy-to-use tools that will provide students with more data than ever before to compare college costs and outcomes. This college ratings tool will take a more consumer-driven approach than some have expected, providing information to help students to reach their own conclusions about a college’s value. And as part of this release, we will also provide open data to researchers, institutions and the higher education community to help others benchmark institutional performance.

Through our research and our conversations with the field, we have found that the needs of students are very diverse and the criteria they use to choose a college vary widely. By providing a wealth of data – including many important metrics that have not been published before – students and families can make informed comparisons and choices based on the criteria most important to them. With assistance from the creative U.S. Digital Services team, we are using feedback from students, parents, college advisors and high school guidance counselors to examine how we can make critical information about college cost and outcomes relevant and useful to guide decisions about college search and selection.

At the same time, we will continue our efforts to identify colleges providing the best value and encourage all colleges to improve. We will share this new data and methodological considerations with institutions, researchers, app developers and other interested players to jumpstart and accelerate efforts across the country to develop meaningful metrics for accountability, and – as the President asked – we will continue to improve these measurements and find ways to make sure that student aid investments are directed to colleges that provide meaningful opportunities and deliver a quality, affordable education for their students.

We are looking forward to unveiling the new tools later this summer, and continuing to work with the community to make sure that we all are helping to make affordable, high-quality higher education a reality for everyone.

Jamienne Studley is the Deputy Under Secretary and Acting Assistant Secretary for Postsecondary Education.

Expanding the Presidential Scholars Program to Honor Students in Career and Technical Education

This post originally appeared on the White House Blog.

51st class of U.S. Presidential Scholars

Members of the 51st class of U.S. Presidential Scholars pose for a picture outside of the Eisenhower Executive Office Building, June 22, 2015. (Photo by U.S. Department of Education)

Yesterday, President Obama signed an Executive Order expanding the United States Presidential Scholars program to establish a new category of outstanding scholars in career and technical education (CTE).

The announcement of this new award category of CTE Presidential Scholars is fitting because the White House also welcomed and honored the 51st class of Presidential Scholars yesterday afternoon. The Presidential Scholars program is among the nation’s most distinguished honors for high school students, and has not been expanded since 1979.

Established by President Johnson in 1964, the Presidential Scholars Program has honored almost 7,000 of America’s top-performing students. The program was expanded in 1979 by President Carter to recognize students who demonstrate exceptional talent in the visual, literary, and performing arts. Each year, the program recognizes two high school seniors from each state and 15 scholars at-large on the basis of excellence in scholarship. An additional 20 scholars are selected for exceptional talent in the arts.

Presidential Scholar Javier Spivey speaks at a discussion

Javier L. Spivey, a member of the 51st class of U.S. Presidential Scholars, speaks at a discussion in the Eisenhower Executive Office Building, June 22, 2015. (Photo by U.S. Department of Education)

All Presidential Scholars are honored for their accomplishments in Washington, D.C., where they meet with national leaders in a variety of fields. This year, U.S. Secretary of Education Arne Duncan awarded each honoree a Presidential Scholar Medallion in a ceremony on Sunday, June 21.

The Presidential Scholars program is overseen by the Commission on Presidential Scholars and administered by staff at the U.S. Department of Education. This Commission, appointed by President Obama, selects honored scholars annually based on their academic success, artistic excellence, essays, school evaluations and transcripts, as well as evidence of community service, leadership, and demonstrated commitment to high ideals.

Of the 3 million students expected to graduate from high school this year, more than 4,300 candidates qualified for the 2015 awards determined by outstanding performance on the College Board SAT and ACT exams, and through nominations made by Chief State School Officers or the National YoungArts Foundation’s nationwide YoungArts™ competition.

The Administration looks forward to partnering with nonpartisan, nonprofit organizations, to cultivate and nominate the inaugural class of CTE Presidential Scholar nominees for the Commission to consider in 2016.

Next year, the White House will welcome the inaugural class of 20 CTE Presidential Scholars, who will be selected by the Commission on Presidential Scholars based on outstanding scholarship and demonstrated ability in career and technical education. Yesterday’s launch of the CTE Presidential Scholars program was supported by Senator Kaine, who led a bipartisan effort in the United States Senate to encourage recognition of excellence in career and technical education.

This announcement complements a convening that will be hosted next week at the White House, recognizing outstanding students, teachers, and administrators who have shown exceptional leadership in driving innovation in the field of career and technical education.

Roberto J. Rodríguez serves in the White House Domestic Policy Council as Deputy Assistant to the President for Education.

Federal Student Aid PIN (1998 -2015)

Federal Student Aid PIN tombstone

Federal Student Aid PIN, known as PIN to his many friends, died on May 10, 2015, after a long life of public service. Born in Washington, D.C. in 1998, PIN immediately made his presence felt across the country as he helped students complete their FAFSAs electronically on the World Wide Web. For 17 years, PIN reduced the completion time of federal student aid applications by millions of hours. Success with the FAFSA led to an extended career spanning the entire student aid life cycle, ranging from the aforementioned FAFSA and the IRS Data Retrieval Tool, entrance and exit counseling, and signing Master Promissory Notes, all the way to loan history access on the National Student Loan Data System and—more recently—StudentAid.gov. PIN is survived by one child, FSA ID.

On May 10, 2015, we changed the way you log in to Federal Student Aid websites. Students, parents, and borrowers are now required to use an FSA ID, instead of a Federal Student Aid PIN, to log in. If you haven’t logged in to a Federal Student Aid website (such as fafsa.gov or StudentLoans.gov) since May 10, you will need to create an FSA ID before you can log on in the future.

Create an FSA ID here: StudentAid.gov/fsaid

Q: What is an FSA ID and why do I need one?

A: An FSA ID is a username and password you use to access your personal information on Federal Student Aid websites and to sign important documents.

Q: What happened to the Federal Student Aid PIN?

A: On May 10, 2015, after 17 years of dedicated service, the PIN was retired to make way for the more modern and secure FSA ID.

Q: If I already submitted my FAFSA this year, do I already have an FSA ID?

A: The FSA ID replaced the PIN on May 10, 2015. If you submitted your FAFSA before that, you used a PIN. In order to do anything with your FAFSA or any other Federal Student Aid websites, you will now need an FSA ID. You can create one at StudentAid.gov/fsaid

Q: Who needs an FSA ID?

A: Students, parents, and borrowers who need to log in or interact with Federal Student Aid websites need an FSA ID.

Q: Can I make an FSA ID for someone else, such as my child or my parent?

A: No. Only the FSA ID owner should create and use the FSA ID. Why? The FSA ID is a legal signature that should be used only by its owner. If you don’t create your own FSA ID, then you may not be able to access the websites you need to get your financial aid!

Q: How do I get an FSA ID?

A: Go to StudentAid.gov/fsaid to create an FSA ID. If you have a PIN, then you can enter your PIN during the FSA ID registration process so that you won’t need to wait for the Social Security Administration to verify your information. But, if you don’t have a PIN or don’t have it handy, you can still create an FSA ID.

Q: Do I have to wait before I use my FSA ID?

A: You can use your FSA ID to sign and submit a new FAFSA right away. For other tasks, if you didn’t link your PIN when you created your account, you’ll need to wait one–three days for us to confirm your identity with the Social Security Administration. You’ll get an e-mail when this process is complete.

Q: What if I forget my FSA ID username or password?

A: Don’t worry. On our log-in pages, you’ll find links that give you the option of retrieving your username or password through your verified e-mail address or by successfully answering your challenge questions.

For answers to other frequently asked questions about the new FSA ID, go here: StudentAid.gov/fsaid.

Fatherhood Is a Community Value

“Goodnight room. Goodnight moon. Goodnight cow jumping over the moon.”

This sentence, said over and over again: night, after night. These words, the halfway mark in Margaret Wise Brown’s very famous children’s story, were among the last words my daughters heard every night at bedtime when they were little, shortly before “good night” and “I love you.” This sentence represents for me many aspects of what it means to be a dad, to show love as a father. Dads can provide warmth, routine, and consistency. Dads can help their children discover a love of reading and the joy of books. Dads can nurture connection, curiosity, and a sense of security. This is fatherhood.

JKwithKidsThis Father’s Day I was reminded that for many of us, fatherhood can come in many forms — anytime we strive to provide for young people in our lives, spiritually, emotionally, in times of need, and in times of triumph, this is fatherhood. Although my father passed away when I was young, I have been blessed with other father figures in my own life, and I would like to think I have played that role too in the lives of others, sometimes without even realizing it. There are the teachers who never give up on us, the coaches who never let us forget how much they believe we can succeed, the uncles and grandfathers who step in to provide advice and guidance when dad isn’t there, and the moms who are mom, dad, and everybody else. Fatherhood is about consistently stepping up and taking the time to reach out to and support a young person even when that young person does not know how in-need he or she is.

In many communities, this need to reach our youth and be there consistently for those who need guidance and mentoring is vast. So vast, in fact, that President Obama has charged all of us to stand up, reach out and remove barriers that too often prevent boys and young men of color and other young people from realizing their potential. The My Brother’s Keeper initiative has inspired communities across the country who have stepped up to ensure that all of our children, including our young boys and young men, are able to lean on and learn from those who came before them, and those who want to help guide their path forward to success. Mayors and school superintendents in cities all across the country are lifting up all students with their committed support and concrete actions like expanding summer jobs programs and launching mentoring initiatives. Being a young man of color should not mean you are a young man at risk—and a constant and committed figure of support in one’s life can make all the difference.

At ED, we take the President’s charge very seriously. From issuing new guidance to create more inclusive and supportive educational environments, to engaging communities and having honest conversations, from Denver to Chicago to Baltimore to Birmingham, our work has centered around our belief that we are all, in fact, our brothers’ keepers.

Father’s Day allows all of us to reflect on what it means to encourage and inspire “responsible fatherhood,” as the President said—both in our own homes to our own children, and to the millions of children without someone to call dad. Rise: The Story of My Brother’s Keeper, a new documentary, examines this commitment to our children and our next generation of fathers. For me, fatherhood is the nurturing love of a nightly bedtime story; it is words of encouragement, wise guidance, and a helping hand during a time of adversity; and it is the cultivation of confidence, security, and hope through caring and consistent support. My Brother’s Keeper is about building a world with more of all of those things for all young people. We all have a part to play in supporting the many faces of fatherhood and serving as our brothers’ keepers.

What is fatherhood to you? Please comment here, or reply to me on Twitter.