Working to Protect Students and Borrowers as Corinthian Colleges Ceases Operation

Corinthian Colleges, Inc., today announced the effective end of all operations. Given the wide public interest in this matter, and our Departments involvement in it, I wanted to provide some background and explain what has happened, as I have done in the past.

Corinthian’s closure follows a series of enforcement actions by this Department and by states aimed at protecting students and safeguarding the interests of taxpayers. The Department took action in June 2014, when Corinthian failed to respond to the Departments repeated requests for answers about questionable practices, including concerns that Corinthian was using false and misleading job placement data to market its schools and recruit students, and that it might be changing student grade and attendance data to hide performance problems. To mitigate further damage, the Department intensified oversight of Corinthian, ultimately leading to an agreement that put Corinthian on the road to closure. As first step in that process, Corinthian sold 56 Everest and WyoTech brand campuses in November 2014.

As Corinthian was attempting to manage its closure plans, the Department’s enforcement actions against the school continued.  On April 14, the Department announced the results of one portion of its investigation – findings regarding Corinthian’s Heald campuses as it related to placement rate reporting.  Corinthian’s misrepresentations regarding placement rates were serious, and the Department initiated a fine action of approximately $30 million against the school.

At the time the Department first took action on Corinthian, approximately 72,000 students were enrolled; today, about 15,000 remain at 30 campuses under the control of Corinthian in five states. The closure decision was made by the company, following Corinthian’s failure to find a buyer for the remaining campuses willing to abide by conditions put in place by the Department to protect students, borrowers and taxpayers.

These actions are part of a larger effort by the Department of Education to take strong steps to protect the interest of students and taxpayers. The Obama Administration has led unprecedented efforts to protect consumers from predatory career colleges. It has established new gainful employment regulations to hold career training programs accountable and ensure that students are not saddled with debt they cannot repay. These regulations ensure that programs improve their outcomes for students or risk losing access to federal student aid. Last year, the Department announced a new federal interagency task force to help ensure proper oversight of for-profit institutions.

Taking strong actions on Corinthian has been an important part of that effort. Given today’s announcement by Corinthian, our first and most pressing concern is for the students who were enrolled. We will contact Corinthian students about their options, and will post additional information on our website. In addition, the Department will send staff from our Federal Student Aid team to as many campuses as possible to talk directly with students. We are working with state community college systems to ensure that students have options to continue their education. Students at schools that have closed may be eligible for closed-school loan discharges; students who were enrolled at Corinthian in the last 120 days will receive information about their options from the Department and from loan servicers.

We will do everything we can to ensure that Corinthian makes good on its obligations to students and taxpayers to the extent possible. In addition, we encourage Corinthian students to pursue debt relief with their state, especially as many states have tuition recovery funds. In all of this work, we ask states to prioritize students and their educational best interests.

As Secretary Duncan has said, we will continue to hold the career college industry accountable and demand reform for the good of students and taxpayers. We hope Congress will join us in that effort.

Students seeking better life options should be assured that their investments will pay off in increased knowledge, skills, and opportunity. As Corinthian closes its doors for good, the Department will continue to keep students at the heart of every decision we make and will communicate with Corinthian students about all their options going forward. What these students have experienced is unacceptable and we look forward to working with Congress in an effort to improve accountability and transparency in the career college industry. A college education remains the best investment a student can make in his or her future, and this Administration will continue to work to make a college degree affordable for all students, to hold colleges accountable, and to safeguard the interests of taxpayers.

 Ted Mitchell is the Under Secretary of Education

What is ESEA?

Fifty years ago, President Lyndon B. Johnson signed the Elementary and Secondary Education Act (ESEA) of 1965. The law represented a major new commitment by the federal government to “quality and equality” in educating our young people.

President Johnson, Johnson, seated at a table with his childhood schoolteacher, Kate Deadrich Loney, delivered remarks during the signing ceremony for the Elementary and Secondary Education Act. (Photo credit: White House Photographer Frank Wolfe/LBJ Library & Museum)

President Johnson, seated at a table with his childhood schoolteacher, Kate Deadrich Loney, delivered remarks during the signing ceremony for the Elementary and Secondary Education Act in 1965. (Photo credit: White House Photographer Frank Wolfe/LBJ Library & Museum)

When President Johnson sent the bill to Congress, he urged that the country, “declare a national goal of full educational opportunity.”

The purpose of ESEA was to provide additional resources for vulnerable students. ESEA offered new grants to districts serving low-income students, federal grants for textbooks and library books, created special education centers, and created scholarships for low-income college students. The law also provided federal grants to state educational agencies to improve the quality of elementary and secondary education.

In the 35 years following ESEA, the federal government increased the amount of resources dedicated to education. However, education remains a local issue. The federal government remained committed to ensuring that disadvantaged students had additional resources, however, because as a nation we were falling short of meeting the law’s original goal of full educational opportunity.

No Child Left Behind

In 2001, with strong bipartisan support, Congress passed the No Child Left Behind Act (NCLB) to reauthorize ESEA, and President George W. Bush signed the law in January 2002.

President Bush signed the No Child Left Behind Act into law in 2002. (Photo credit: Paul Morse/White House)

President Bush signed the No Child Left Behind Act into law in 2002. (Photo credit: White House photographer Paul Morse)

NCLB put in place important new measures to expose achievement gaps, and started an important national dialogue on how to close them. By promoting accountability for the achievement of all students, the law has played an important role in protecting the civil rights of at-risk students.

However, while NCLB has played an important role in closing achievement gaps and requiring transparency, it also has significant flaws. It created incentives for states to lower their standards; emphasized punishing failure over rewarding success; focused on absolute scores, rather than recognizing growth and progress; and prescribed a pass-fail, one-size-fits-all series of interventions for schools that miss their state-established goals.

Teachers, parents, school district leaders, and state and federal elected officials from both parties have recognized that NCLB needs to be fixed. Congress was due to reauthorize the law in 2007, but has yet to do so.

Flexibility Under NCLB

In 2012, after six years without reauthorization, and with strong state and local consensus that many of NCLB’s outdated requirements were preventing progress, the Obama Administration began offering flexibility to states from some of the law’s most onerous provisions. To receive flexibility, states demonstrated that they had adopted and had plans to implement college and career-ready standards and assessments, put in place school accountability systems that focused on the lowest-performing schools and schools with the largest achievement gaps, and ensured that districts were implementing teacher and principal evaluation and support systems.

The flexibility required states to continue to be transparent about their achievement gaps, but provided schools and districts greater flexibility in the actions they take to address those gaps.. Today, 43 states, D.C. and Puerto Rico have flexibility from NCLB.

Looking Ahead

President Obama and Secretary Arne Duncan remain committed to reauthorizing ESEA to ensure that all young people are prepared to succeed in college and careers, that historically underserved populations are protected, and that schools, principals, and teachers have the resources they need to succeed.

President Obama poses with students at an elementary school at MacDill Air Force Base in Tampa, Florida." (Official White House Photo by Pete Souza)

President Obama poses with students at an elementary school at MacDill Air Force Base in Tampa, Florida.”
(Photo credit: White House photographer Pete Souza)

Some have suggested that the new version of ESEA, which would replace NCLB, should roll back the accountability requirements for states, districts and schools, and allow states to shift funds from lower-income to higher-income districts. With graduation rates at an all-time high and improving for all groups of students, such changes would turn back the clock on the progress our country has made in closing achievement gaps.

In January 2015, Secretary Duncan laid out the Administration’s vision for a new ESEA. The vision includes an ESEA that expands access to high-quality preschool; ensures that parents and teachers have information about how their children are doing every year; gives teachers and principals the resources and support they need; encourages schools and districts to create innovative new solutions to problems; provides for strong and equitable investment in high-poverty schools and districts; and ensures that action will be taken where students need more support to achieve, including in the lowest-performing schools. Learn more about the new vision here.

Interested in receiving the latest ESEA news in your inbox? Sign up for email updates.

A Matter of Equity: Preschool in America

All parents hope their child will start school ready for success. Unfortunately, not every parent can find the high-quality early learning opportunity that sets their child up for success.

Earlier today the U.S. Department of Education released a new report outlining the unmet need for high-quality early learning programs in America. Roughly 6 in 10 four-year-olds are not enrolled in publicly funded preschool programs, and even fewer are enrolled in the highest quality programs.

Unmet Need

While both states and the federal government invest in early learning, these efforts have fallen short of what is needed to ensure that all children can access a high-quality early education that will prepare them for success.

Significant new investments in high-quality early education are necessary to help states, local communities, and parents close the readiness gap that exists between disadvantaged children and their more advantaged peers.

unmetneed_blog

For Latino children, the unmet need is especially great. While Latinos are the fastest growing and largest minority group in the United States, making up a quarter of 3- and 4-year-olds, Latinos demonstrate the lowest preschool participation rates of any major ethnicity or race.

And while most children who have access to preschool attend moderate-quality programs, African- American children and children from low-income families are the most likely to attend low- quality preschool programs and are the least likely to attend high-quality preschool programs.

Building on Progress

To address the unmet need for high-quality preschool, states and the federal government have invested in initiatives to expand access. These investments provide a strong base upon which we can build voluntary, universal access to high-quality early education that will prepare our nation’s students for success in kindergarten and beyond.

Over the past decade, governors from both political parties have pushed for the creation
and expansion of publicly funded preschool programs. Since 2003, states have increased
their investment in preschool by more than 200 percent.

The federal government has also worked to improve the quality and expand early learning through the Head Start program. Twenty states have also received support through the Early Learning Challenge program, which helped states improve early childhood workforce preparation and training, and strengthened health services and family engagement.

Congress took an important step in 2014 to address inequities in access to high-quality preschool by supporting the Preschool Development Grants program, a 4-year, federal-state partnership to expand the number of children enrolled in high-quality preschool programs in high-need communities. Thirty-five states and Puerto Rico applied, but due — in part — to limited funding, only 18 grants were awarded.

PDG_blog

Preschool Development Grants will not cover every child in the funded states; however, these states will be another step closer to the goal of expanding access to high-quality early learning across the country. Over the 4-year grant period, and with continued funding from Congress, these states are expecting to enroll an additional 177,000 children in high-quality preschool programs, which will help put children on a path to success in school and in life.

Support for Early Learning

Over the last several years, an impressive coalition of education, business, law enforcement, military, child advocacy groups, and faith-based leaders have joined together to support the expansion of high-quality preschool programs. These groups recognize that investing in high-quality preschool means that more students will graduate from high school, go to college or join the armed or public services, and become contributing, productive members of our society with fewer youth and adults entering the justice system.

The evidence supporting early learning is clear. Research shows that children who participate in high-quality preschool programs have better health, social-emotional, and cognitive outcomes than those who do not participate.

Expanding early learning — including high-quality preschool — provides society with a return on investment of $8.60 for every $1 spent. About half of the return on investment originates from increased earnings for children when they grow up.

Moving Forward

This year, as Congress seeks to reauthorize the Elementary and Secondary Education Act (ESEA), our nation is at critical moment. Congress can honor this important legacy and moral imperative – as our nation observes ESEA’s 50th anniversary – by reauthorizing a strong education law. This new law must reflect real equity of opportunity, starting with our youngest children.

By making a significant investment in preschool a key component of ESEA, we can help America live up to its highest ideals, as a place with real equity of opportunity. Congress has a chance to honor and extend the civil rights legacy of our education law by providing all children — no matter where they live or how much money their parents earn — an equal opportunity to begin school ready to succeed.

Secretary Duncan: “Step Up and Fund Education”

duncan_funding

On Friday, Secretary of Education Arne Duncan visited Edwin M. Stanton Elementary in Philadelphia to highlight the need to support teachers and students by investing in our nation’s schools.

During the visit, Duncan joined U.S. Representative Chaka Fattah (D-PA), Superintendent of Philadelphia schools Dr. William Hite, and acting Pennsylvania Education Secretary Pedro Rivera for a community roundtable discussion. Neighborhood residents, parents and teachers talked about how the community came together to keep the small school from closing a few years prior.

Secretary Duncan highlighted the need for equitable education spending in states, and called on Pennsylvania to “step up and fund education.” Recent data shows that students from low-income families in 23 states are being shortchanged when it comes to state and local education funding. In these states, districts serving the highest percentage of students from low-income families are spending fewer state and local dollars per pupil than districts that have fewer students in poverty.

Secretary Duncan visited a Stanton classroom, where students were holding a mock trial for Goldilocks. (Photo credit: Joshua Hoover/U.S. Department of Education)

Secretary Duncan visited a Stanton classroom, where students were holding a mock trial for Goldilocks. (Photo credit: Joshua Hoover/U.S. Department of Education)

Twenty states also have school districts that spend fewer state and local dollars on districts with a high percentage of minority students, than they do on districts with fewer minority students.

The good news is that nothing is preventing these states from funding education more equitably, and they could quickly join the dozens of states that are ensuring that low-income students are getting the resources and support they need to succeed.

All of us have a role to play when it comes to ensuring that students from low-income families aren’t shortchanged. At the federal level, we’re ready to work with Congress to close the federal loophole that allows districts to allocate funds inequitably.

Recently, Secretary of Education Arne Duncan laid out his vision for a new Elementary and Secondary Education Act, including the idea that opportunity for every child needs to be part of our national conscience.

Read more about our recent data and watch highlights of the visit below:

New Grad Rate Data Show Gap Between Minority and White Students is Closing

New data out today show some positive signs in ensuring every student has the opportunity to succeed, no matter their zip code.

Between 2010-11 and 2012-13, the graduation rates for American Indian, black, and Hispanic students increased by nearly four percentage points over two years, outpacing the growth for all students. This also shows that the gap between minority and white students is closing.

Grad Data Chart
This exciting news is one more piece of evidence that America’s public schools are making important progress. America’s high school graduation rate is at a record high, dropout rates are down, and 1.1 million additional black and Hispanic students are attending college since 2008.

We still have work to do in improving educational opportunities for every student, but we are seeing incredible progress, and the credit for this progress goes to America’s educators, families, communities, and students. All of whom are working through major and sometimes challenging changes in our schools.

Help make sure that the good news in education gets attention, and tweet this exciting new grad rate graphic to your followers.

Read more about today’s release.

New Guidance to Help Protect Student Privacy in Educational Sites and Apps

When signing up for a new technology, digital service, or app, there’s a simple little check box near the end that most of us don’t give much thought. But for schools and districts, agreeing to a terms of service agreement could have big implications for student privacy.

Earlier today, the U.S. Department of Education released model terms of service guidance to help schools identify which online educational services and apps have strong privacy and data security policies to protect our students.

Some terms of service agreements are a tough read, even for lawyers, so the hope is that our new guidance will help school officials decide what’s right for their school and students.

Today’s guidance helps officials look for provisions that would allow the service or company to market to students or parents, provisions on how data is collected, used, shared, transferred, and destroyed, and it also guides schools on making sure they’re satisfying parental access requirements, as well as proper security controls.

Read the entire guidance here, and check out the training video below:

Learn more about student privacy by visiting the Department of Education’s Privacy Technical Assistance Center.

It’s Time for Equitable Spending of State and Local Dollars

We believe that every child should receive a strong education that prepares him or her for success in college, careers, and life.

It shouldn’t matter what a child looks like, how much his or her parent makes, or what zip code they live in; all students should be given the same opportunity and resources to achieve. However, because our country has long used local property taxes to fund schools, school funding is not spent at equal levels.


“In today’s world, we have to equip all our kids with an education that prepares them for success, regardless of what they look like, or how much their parents make, or the zip code they live in.”                                                                                                                                                         – President Obama


According to our latest data, students from low-income families in 23 states are being shortchanged when it comes to state and local education funding. In these states, districts serving the highest percentage of students from low-income families are spending fewer state and local dollars per pupil than districts that have fewer students in poverty.

Twenty states also have school districts that spend fewer state and local dollars on districts with a high percentage of minority students, than they do on districts with fewer minority students.

Our recent numbers looks specifically at spending inequalities between school districts, but we also know that in too many places, the spending problems are made worse by inequalities in spending between schools within districts. That’s why we need to close the “comparability loophole” in the Elementary and Secondary Education Act (ESEA) – to be sure that districts start with a level playing field so federal dollars go to their intended purpose of providing additional support for students who need it most.

Educators know that low-income students need extra resources and support to succeed, and the good news is that nothing is preventing states from correcting course and ensuring that all students are prepared to succeed. In fact, states like Indiana, Minnesota, New Jersey, and North Dakota are allocating money in a more equitable manner to help all students prepare for college and careers.

All of us have a role to play when it comes to ensuring that students from low-income families aren’t shortchanged. At the federal level, we’re ready to work with Congress to close the federal loophole that allows districts to allocate funds inequitably.

Recently, Secretary of Education Arne Duncan laid out his vision for a new Elementary and Secondary Education Act, including the idea that opportunity for every child needs to be part of our national conscience.

 

Related:

Creating a New Federal Education Law: Have you asked me?

As a Classroom Teaching Ambassador Fellow, I have the unique opportunity to view education through two perspectives—first, as a teacher in metro Atlanta and, second, as an employee of the U.S. Department of Education. Having the privilege to serve in this dual capacity comes with a great responsibility to question what I see every day in education and to share my truth.

With the proposed reauthorization for the nation’s education law—the Elementary and Secondary Education Act (ESEA)—moving at light-speed in the world of policy, it left me wondering what my ESEA looks like.

ESEA was introduced in 1965, but most people know the law by the name it received in 2001 when it was updated—we call that renewal the No Child Left Behind Act. There are two proposals to create a new ESEA in Congress right now—a bill from Congressman John Kline and a discussion draft of a bill from Senator Lamar Alexander. They are similar, and they have enormous implications for teachers.

I wonder what would happen if lawmakers had the courage to ask the people in the trenches what their ESEA would look like. Novel idea, right?

What are the thoughts of those educators who, day-in and day-out, cross thresholds into buildings where impressionable young minds are nurtured and supported? How would this law impact the people who spend hours pouring care, sowing seeds of inspiration, and imparting knowledge into our future leaders?

I wonder what would happen if lawmakers asked how teachers feel about the need for higher expectations. I wonder if they know my true feelings about rigorous, college- and career-ready academic standards and what it would look like if all of us stayed the course long enough to see results before cutting ties.

I wonder what would happen if we had the ability to leave the “this too shall pass” mentality behind and focus on results for kids. I wonder if policymakers think about the investment that states and districts have made—with taxpayer dollars—to try to implement standards that will catapult our students into a realm where they can easily compete with any student, anywhere. Imagine that.

My school is one where some students are homeless, and the attendance zone includes children who come from three drug rehabilitation centers as well as transitional housing centers. I wonder what would happen if my school was faced with losing Title I funds, which come from ESEA. The House bill on Capitol Hill right now cuts funding for education.

If we lost resources, would that mean that the extra teachers—who my principal hires to reduce class sizes and provide more concentrated interventions to our most vulnerable students—would be eliminated? The students with the greatest needs should receive the most resources. This is a simple truth.

I wonder, as a teacher and a parent, should high-quality early childhood education for all children be a luxury or the norm? Countless amounts of research show that the return on investment for early learning is huge. Yet, the benefits of providing all our children with access to quality early learning is yet to be realized in this country, and I wonder if proposals in Congress do enough to expand preschool opportunity.

All of these things matter. These are the reasons that I get up at 5:30 every morning to drive to Dunwoody Springs Elementary School. These are the reasons that I applied to be a Teaching Ambassador Fellow at the Department of Education. These things represent my colleagues, my students, and my own two beautiful, brown baby boys.

But I am just one voice, so we need to hear from you too. Tell us what your ESEA looks like. How does it affect you, your school, your class, or your child:

Your Name

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Tell us what your ESEA looks like:

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Note: Stories submitted through this web form along with your first name may be featured on ED.gov and may be posted on ED's social media channels.

ESEA reauthorization impacts us all. I hope that policymakers and others who are central to this effort will listen to educators, and what they hope will be in their version of a new ESEA—a law that takes into account their experiences, their truths, and that expands opportunity to all children.

Patrice Dawkins-Jackson is Teaching Ambassador Fellow who continues to serve from Dunwoody Springs Elementary School in Sandy Springs, GA.

Highlighting Success in Delaware

Howard HS of Technology

Students at Howard High School of Technology. (Official Department of Education Photo by Joshua Hoover)

Secretary Arne Duncan made several stops in Delaware yesterday to get a firsthand look at the incredible progress made in education throughout the state. Delaware’s graduation rate has gone up, and dropout rates are at a 30-year low. The state is also making huge investments in early education and has emerged as a national leader in making college more affordable for everyone.

His first stop was at Howard High School of Technology in Wilmington, a school that was really struggling when he visited the school with Vice President Biden four years ago. But thanks to key reforms put in place since then, the school has made significant strides. While acknowledging the school’s accomplishments, he underscored the need to keep moving forward.

“Long way to go, no one’s putting up a huge ‘mission accomplished’ banner, but… as I’ve seen in schools as I’ve traveled the nation, schools that historically have struggled, have seen significant turnarounds in a relatively short period of time,” he said.

While there, he met with Governor Jack Markell, Education Secretary Mark Murphy, and a group of teachers who are leading key efforts at their schools to transition to higher standards and better assessments.

Other stops included a visit to the Rotary Club in Wilmington, and a stop at Delaware Technical Community College in Stanton with Labor Secretary Tom Perez for a roundtable discussion with students and business leaders and a conversation about the President’s proposal to make two years of community college free for responsible students.

The trip was both an affirmation of the hard work being done, but also an opportunity to remind stakeholders that there is still much left to do. While recognizing the many challenges that come with implementing big and bold changes to education (such as college and career readiness), he strongly urged educators to persevere.


“The lessons here are really profound, and the progress is fantastic, but what happens here, I think has national implications,” he said.


Patrick Kerr is a member of the Communications Development division in the Office of Communications and Outreach

President Obama’s Weekly Address: Giving Every Child, Everywhere, a Fair Shot

In this week’s address, the President laid out his plan to ensure more children graduate from school fully prepared for college and a career.

Our elementary and secondary schools are doing better, as demonstrated by the news this past week that our high school graduation rate has hit an all-time high, but there is still more that can be done to ensure every child receives a quality education. That’s why the President wants to replace No Child Left Behind with a new law that addresses the overuse of standardized tests, makes a real investment in preschool, and gives every kid a fair shot at success.

He reminded everyone that when educating our kids, the future of our nation, we shouldn’t accept anything less than the best.

Learn More:

High School Graduation Rate Hits New Record High

The nation’s high school graduation rate hit 81 percent in 2012-13, which is the highest rate since states adopted a new uniform way of calculating grad rates five years ago.

Students In Graduation Gowns Showing Diplomas On CampusThe new record high is a really big deal, and it’s all thanks to the hard work of our country’s teachers, principals, students and families.

In a statement, Secretary of Education Arne Duncan said “We can take pride as a nation in knowing that we’re seeing promising gains, including for students of color.”


“This is a vital step toward readiness for success in college and careers for every student in this country.”


Starting in 2010, states, districts and schools starting using a new, common metric called the adjusted cohort graduation rate. Before this, comparing graduation rates between states was often unreliable because of the different methods used. The new method is more accurate and helps states target support to ensure students are graduating on time and are college and career ready.

See the data here, including what the graduation rate is in your state. Check back in the coming weeks when we hope to release grad rates for minority students, students with disabilities, and English language learners.

Of course, although this progress is a big milestone, we can’t slow down now. Learn how the Obama Administration is working to maintain and accelerate progress and opportunity through an overhaul of the Elementary and Secondary Education Act.

 

Tell Us How The Budget Affects You


“Budgets aren’t just about numbers, they reflect our values.”
– Secretary Arne Duncan


Earlier this week, President Obama sent his Fiscal Year (FY) 2016 budget proposal to Congress. We know that you’re busy, and you may not have had the chance to dig through the details of the budget. For us, the big takeaway is that the budget request demonstrates the Obama Administration’s commitment to education as a means to strengthen America’s middle class, help hard-working families, and ensure that every child has the opportunity to fulfill his or her greatest potential.

Why Budgets Matter

This week’s budget announcement is a big deal for teachers, parents, and students. In fact, if you’re like the President and our team at the Department of Education, you probably believe that education is at the core of a successful and economically competitive America.

Find out what the President’s budget means for education.

Tell Us Your Story

In the coming weeks, Secretary Duncan will testify before Congress on the President’s budget proposal, but before he goes, he wants to hear from you. In the form below, tell us what the budget means for you, so he can share that message when he testifies before Congress.

Your Name

Your Email

Your City and State

How do budgets affect you:

 Sign me up for email updates

Note: Stories submitted through this web form along with your first name may be featured on ED.gov and may be posted on ED's social media channels.

We know that at schools around the country, dollars are stretched thin, and that every penny in education makes a difference. That’s why budgets are important. They reflect our belief that education is at the core of what makes our country great.

Resources: