ED Seeks Summer Interns

Become a part of the team! ED’s 2014 summer interns participated in a brown bag lunch with Secretary Duncan during their time with the department. (Photo credit: U.S. Department of Education)

Become a part of the team! ED’s 2014 summer interns participated in a brown bag lunch with Secretary Duncan during their time with the department. (Photo credit: U.S. Department of Education)

Have you ever wondered about pursuing a federal career? Are you interested in public service? Would you like to gain valuable work experience and help move the needle on education issues in this country?

The Department of Education may have opportunities that match your interests – and we’re currently accepting applications for interns!

Our Department is a place where you can explore fields like education policy, education law, business and finance, research and analysis, intergovernmental relations and public affairs, or traditional and digital communications, all while learning about the role federal government plays in education.

Our interns also participate in professional development sessions and events outside of the office, such as lunches with ED and other government officials, movie nights, and tours of the Capitol, the Supreme Court and other local sights.

One of the many advantages of interning at ED is our proximity to some of the most historic and celebrated sites in our nation’s capital, all accessible by walking or taking the Metro.

ED is accepting applications for Summer 2015 internships through March 15, 2015.

If you are interested in interning during the upcoming term, there are three things you must send in order to be considered for an interview:

  1. A cover letter summarizing why you wish to work at ED and stating your previous experiences in the field of education, if any. Include which particular offices interest you. (But, keep in mind that – due to the volume of applications we receive – if we accept you as an intern we may not be able to place you in your first-choice office.)
  2. An updated resumé.
  3. A completed copy of the Intern Application.

Prospective interns should send these three documents in one email to StudentInterns@ed.gov with the subject line formatted as follows: Last Name, First Name: Summer Intern Application.

(Note: For candidates also interested in applying specifically to the Office of General Counsel, please see application requirements here.)

An internship at ED is one of the best ways students can learn about education policy and working in the civil service. It’s also a fantastic opportunity to develop crucial workplace skills that will help you in whatever career path you choose. And, it’s an opportunity to meet fellow students who share your passion for education, learning, and engagement.

Click here for more information or to get started on your application today.

De’Rell Bonner is a special assistant and youth liaison in the Office of Communications and Outreach at the U.S. Department of Education.

Resources to Help You Fill Out the FAFSA

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FAFSA®: An Introduction

If you or someone you know is considering enrolling in college, now is the time to complete the financial aid application – the FAFSA. Students of all ages complete the FAFSA to be considered for financial aid from the federal government, and in most instances, additional money from the state in which they reside and the college they want to attend. That’s why the FAFSA is so important – it is the gateway to three potentially big sources of financial aid from federal, state, and college entities. If you don’t complete a FAFSA, you could be missing out on a lot of financial aid. The data you enter on your FAFSA is used to calculate an Expected Family Contribution (EFC). The EFC is the number that’s used to determine your eligibility for federal student aid and is an indicator of your family’s financial strength to pay for college or career school.

FAFSA: Before you file

A wide array of resources is available to help you navigate the college financial aid process. Before you file your FAFSA, you might want to check out some of the most popular sites to get more information. For a comprehensive source of information on preparing, planning and attending college, take a look at StudentAid.gov. This U.S. Department of Education website is a one-stop source of information for students and their families and is designed to help you through every step of the financial aid process.

You can find general information about federal student aid and many of our publications, brochures, and fact sheets by going to StudentAid.gov/resources. Check the above website for the availability of our publications in English, Spanish, PDF, and Braille. Examples of these publications are listed below:

    • Funding Your Education: The Guide to Federal Student Aid helps students and parents understand the financial aid process and directs them to resources.
    • Financial Aid for Graduate and Professional Students helps graduate and professional degree students understand what types of federal student aid are available to them. It tells them how to apply for aid, what to consider when taking out a student loan, and where else they can look for graduate school funding.
    • College Preparation Checklist explains how to prepare academically and financially for college through “to do” lists aimed at elementary and secondary school students and their parents, as well as adult students. This is the primary publication for any student considering college.
    • My Future, My Way: First Steps Toward College is a workbook for middle and junior high school students that explains how to prepare academically and financially for college. The publication includes charts, checklists, and other activities to engage students as they gain more information about college preparation and costs.

You also may want to check out FAFSA4caster – an early eligibility estimator that can help you plan ahead when it comes to paying for college.

FAFSA: Ways to File

There are three ways to complete a FAFSA:

1) Online at fafsa.gov, (This is the quickest and easiest option!)

2) Access FAFSA to print out a FAFSA PDF

3) Call 1-800-4-FED-AID [1-800-433-3243] to request that a paper FAFSA be mailed to you.

In some cases, you might be able to apply directly through your school. You should check with the financial aid administrator at the school you are interested in attending to see if the school can assist you with your application.

If you need help understanding a specific question on the FAFSA, this guide . Online filers who need additional assistance with a particular question can use the online help or the “Help and Hints” box on the right-hand side of the screen for each question. Keep in mind that filing a FAFSA online is faster and will enable you to benefit from multiple checks to make sure your form is fully complete. (The paper versions, obviously, don’t have this benefit.)

FAFSA: Next Steps

Wondering what happens next? Here are 5 Things To Do After Filing Your FAFSA.

Adam Essex is a Management and Program Analyst at the U.S. Department of Education’s Office of Federal Student Aid.

Let’s Read! Let’s Move! at the White House

Cross-posted from the Let’s Move blog.

Let’s Read! Let’s Move! hosted their first White House event on Wednesday to educate and entertain a group of local DC students on healthy and active living. The typically grandiose ballroom was transformed into a kaleidoscope of color with life-sized balloons, Seuss characters, and Cat-in-the-Hat accouterments to match! Forty students from Seaton, Kendall Demonstration, and Drew Elementary schools (DC Public Schools) participated in the event with the First Lady, Michelle Obama.

Let’s Move! Executive Director, Deb Eschmeyer, welcomed students and was joined by a student from Kendall Demonstration Elementary school to introduce the First Lady. Mrs. Obama treated students to a rousing read of the brand new Dr. Seuss book titled, Oh, the Things You Can Do That Are Good for You.  The First Lady was also joined by Dr. Seuss characters and local volunteers from the YMCA and AmeriCorps.

 

First Lady Michelle Obama, as part of her Let's Move! and Let’s Read! Let’s Move! initiatives, hosts local students for a special reading of Dr. Seuss's "Oh, The Things You Can Do That Are Good for You: All About Staying Healthy" during an event in the East Room of the White House, Jan. 21, 2015. (Official White House Photo by Lawrence Jackson)

First Lady Michelle Obama, as part of her Let’s Move! and Let’s Read! Let’s Move! initiatives, hosts local students for a special reading of Dr. Seuss’s “Oh, The Things You Can Do That Are Good for You: All About Staying Healthy” during an event in the East Room of the White House, Jan. 21, 2015. (Official White House Photo by Lawrence Jackson)

The team partnered together to lead students in interactive read-along exercises, and challenged students to incorporate physical activity into a traditionally sedentary story time. Throughout Oh, the Things You Can Do That Are Good for You, The Cat in the Hat explains the importance of eating right based on the latest USDA My Plate recommendations; staying active; getting enough sleep, and a host of other daily activities.

Following the story, students reenacted the highlights of the book with the First Lady, which included an impromptu limbo contest and plenty of dancing. Afterwards the students were treated to healthy snacks crafted from recipes in the back of the book and prepared by the White House Kitchen.  These tasty treats, and room with flare, demonstrated to the students that food can be healthy and still taste good.  

This book was made possible with the help of Partnership for a Healthier America (PHA) who worked with Dr. Seuss Enterprises (DSE) and Random House Children’s Books (RHCB) to celebrate reading and healthy lifestyle choices for children and families, anchored by a newly updated edition of The Cat in the Hat’s Learning Library™ title, Oh, the Things You Can Do That Are Good For You. Thanks to the expertise of PHA, a nonprofit organization whose mission is to make healthier choices easier for busy children and families the book was updated with 15 pages of brand new content.

“Let’s Read! Let’s Move!” is the Let’s Move! sub-initiative that aims to increase awareness about the critical importance of summer learning, nutrition and physical activity. The U.S. Department of Education launched “Let’s Read! Let’s Move!” in 2010, following an Administration-wide effort by the Corporation for National and Community Service, the federal agency which administers AmeriCorps and other service programs. These events bring together hundreds of early learning students—pre-kindergarten through third grade—across a diverse demographic stretching from the Washington D.C. metropolitan area and beyond. To promote community service, volunteers from AmeriCorps and the YMCA assist at Let’s Read! Let’s Move! events.

Check out video from the event:

ED Celebrates Award-Winning Student Art in the National PTA’s Exhibit ‘Believe, Dream, Inspire’

Travez Bradford, recipient of a National Award of Excellence for Music Composition/High School Division, performs his winning rap Believe, Dream, and Inspire. (Photo credit: Paul Wood/U.S. Department of Education)

Travez Bradford, recipient of a National Award of Excellence for Music Composition/High School Division, performs his winning rap Believe, Dream, and Inspire. (Photo credit: Paul Wood/U.S. Department of Education)

On January 13, 2015, more than 200 teachers, family members, arts education leaders, PTA members, policymakers, and local-area students came together to honor student artists from 21 states at the U.S. Department of Education (ED) auditorium and art gallery. The young artists – and winners of the 2014 National PTA Reflections program — came to celebrate their works of visual art, film, dance, music, and creative writing based on the theme Dream, Believe, Inspire.

Two dynamic artists performed their winning pieces. Travez Bradford, recipient of a National Award of Excellence for Music Composition, performed his rap Believe, Dream, and Inspire. With a whirlwind of energy, Jillian Miller, winner of a National Award of Merit for Dance Choreography, performed her lyrical dance You Can Be Anything.

Jillian Miller, recipient of a National Award of Merit for Dance Choreography/Intermediate Division, performed her lyrical dance You Can Be Anything. (Photo credit: Paul Wood/U.S. Department of Education)

Jillian Miller, recipient of a National Award of Merit for Dance Choreography/Intermediate Division, performed her lyrical dance You Can Be Anything. (Photo credit: Paul Wood/U.S. Department of Education)

Prior to the start of the ceremony, Travez, who had traveled with his grandfather from Natchez, Mississippi, talked about his musical inspiration: the gospel rap he experienced at church. His winning composition is in response to his classmates’ fear of performing poorly on tests and failing to graduate, “Believe in yourself when other people doubt you. Dream big, even when some dreams don’t come true. Inspire yourself when others don’t.” Travez now attends community college in Mississippi.

Secretary Duncan launched the celebration by championing arts education, “The arts should be — must be — part of a well-rounded curriculum for every single child.” The National PTA’s Reflections program, he noted, “helps students gain core knowledge — in areas like history, geography, and math — alongside 21st-century skills like critical thinking and problem solving. This program prepares students for success not just in school but in life as well.”

Echoing the secretary, Dawn Small, chair of the Reflections program, observed, “These students … have gained … the ‘arts advantage.’ Their creativity is alive. … Their mind’s eye is awake. … We look forward to great things from them.”

Robert Lynch, president and CEO of Americans for the Arts, underscored the value of the exhibit and audience to help decision makers learn about the transformative power of arts education. To demonstrate that, he presented an information tool developed by Americans for the Arts, a national nonprofit organization for the advancement of arts and arts education. “If we do it right,” he charged, “the return on investment is a better child … a better nation and a better world.”

Otha Thornton Jr., National PTA president, stressed the importance of promoting arts education, observing that, “our children’s education is our future … we are their advocates. We are the conduits of their dreams.”

After the ribbon cutting, Vy Nguyen of Texas talked about her acrylic painting Dream with Eye Wide Open. A recipient of an Award of Excellence for Visual Arts, she developed her skill through sheer determination. Blinking away tears of joy, she shared her dream to graduate from high school and attend college. The silhouetted figure depicted in cap and gown represents this dream amid a class of graduating seniors in an eye full of awareness and hope.

Vy Nguyen, recipient of an Award of Excellence for Visual Arts/Intermediate Division, shares the inspiration for her painting Dream with Eye Wide Open. (Photo credit: Paul Wood/U.S. Department of Education)

Vy Nguyen, recipient of an Award of Excellence for Visual Arts/Intermediate Division, shares the inspiration for her painting Dream with Eye Wide Open. (Photo credit: Paul Wood/U.S. Department of Education)

One of the most exciting sights of the day was the middle school class from Jefferson Academy of Washington, D.C., critiquing student art. Their art teacher Michelle Green explained their presence, “It’s been a long and arduous process of getting them comfortable with the [art criticism] vocabulary. This is a great opportunity for us to see other kids their own age from around the nation looking at artwork” and to get the desire to “join in these competitions!”

Students from Jefferson Academy in Washington, D.C. critique artwork in the student art gallery. (Photo credit: Paul Wood/U.S. Department of Education)

Students from Jefferson Academy in Washington, D.C. critique artwork in the student art gallery. (Photo credit: Paul Wood/U.S. Department of Education)

Isadora Binder is on the staff of the Office of Innovation and Improvement at the U.S. Department of Education.

All Department of Education photos are by Paul Wood. More photos from the event may be viewed on the Department of Education’s Flickr

The Department’s Student Art Exhibit Program provides students and teachers an opportunity to display creative work from the classroom in a highly public space that honors their work as an effective path to learning and knowledge for all. To visit the exhibits or for information about exhibiting, contact Jackye Zimmermann.

Help Us Get the Word Out About the FAFSA

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For us at the U.S. Department of Education, the start of a new year provides a fresh opportunity to remind parents, students, educators and others about the importance of submitting the Free Application for Federal Student Aid (FAFSA ®). The Department’s office of Federal Student Aid (FSA) provides more than $150 billion in grants, loans, and work-study funds each year to help students pay for college or career school. Completing the FAFSA is the primary step for determining eligibility for federal student aid and subsequently accessing these funds. With the 2015-16 FAFSA having gone live on January 1, FSA is requesting your assistance in promoting FAFSA completion.

We are asking for your help in getting the message out through your social media channels about the importance of completing the FAFSA early in the year. To help you do that, FSA has developed some resources for you to use. They include sample Facebook posts, tweets, blogs, informative videos, photos and infographics. These and other great resources can be found on FSA’s Financial Aid Toolkit. These resources can be tailored to best fit your needs. If you’re new to social media or just looking for ideas on how to easily use these resources or how others are using them, view this presentation.

In addition, over the next few months, FSA’s Digital Engagement Group will be actively managing our own presence on social media with a strong focus on FAFSA completion. We highly encourage you to use and repost our content whenever applicable. Here are the places you can find us:

facebook      twitter     youtube     storify
Thanks for your support and commitment to advancing the higher education goals of students and families across the country.

Susan Thares is the Digital Engagement Lead at the Department of Education’s Office of Federal Student Aid.

America’s College Promise: A Ticket to the Middle Class

During last night’s State of the Union address, President Obama reiterated his commitment to make two years of community college free for all Americans who are willing to work hard toward graduation. Inspired by similar programs in Tennessee and Chicago, the President’s proposal—America’s College Promise—would allow students to complete a certificate, an associate’s degree or the first two years of a bachelor’s degree at no cost.

This proposal comes at a time when it’s never been more important to earn some form of higher education. In previous generations, a high school diploma was sufficient to secure a middle-class job and support a family. Today, however, going to college and earning a credential has become a prerequisite for joining the middle class. Labor market projections show this trend is only going to increase. By 2020, economists predict that nearly two thirds of jobs will require some level of education and training beyond high school.

Over the last three decades, however, the cost of earning a college degree has risen sharply. During this period, the tuition for in-state students at public, four-year colleges increased by more than 200 percent, and the charges at community colleges increased by 150 percent, even after taking inflation into account.

As a result, today’s college students have to take on much more debt than their parents’ generation to access middle-class jobs. All hard-working Americans should have the opportunity to attain the knowledge and skills they need for good, well-paying jobs without having to take on unmanageable debt.

Given the demands that individuals face in the job market today and our need as a country to have the most educated and competitive workforce in the world, we must make two years of college as free and universal as high school. America thrived in the 20th century in large part because the movement to make high school widely available allowed us to dramatically improve the education and skills of our population. But other countries have caught up with us, and some are passing us by. The time has come for America to once again “skill-up.”

Community colleges are the natural focus of this effort. They are the backbone of the U.S. higher education system, enrolling about 40 percent of all college students each year. As low-cost, open-access institutions, community colleges also serve a high percentage of low-income, first-generation, and older college students. Community colleges provide an affordable option for millions of Americans to start college and work toward a bachelor’s degree. Community colleges educate more African American and Hispanic undergraduate students than any other higher education segment. They also have strong partnerships with local and regional businesses to develop critical training programs to meet the skilled workforce needs of high-demand industries like nursing, information technology, and advanced manufacturing.

As the President has said, this proposal will require everyone to do his or her part. Community colleges will need to offer high-quality programs and implement evidence-based reforms to increase the number of students who persist, graduate or transfer. Additionally, participating states must contribute matching funds, invest in higher education and training, and allocate a significant portion of funding based on performance, not enrollment alone.. And students must enroll at least on a half-time basis and maintain at least a 2.5 GPA so they can stay on track to graduate.

America’s College Promise will yield tremendous benefits to an estimated 9 million hard-working Americans who dream of earning a college degree and joining the middle class. Pamela Garcia, a recent graduate of Valencia College and the University of Central Florida, is someone who comes to mind. Pamela grew up in a low-income family with seven children and didn’t have many options to attend college. But her parents believed strongly in the value of education. So Pamela enrolled at Valencia College in Orlando, where she earned two associate’s degrees in electrical engineering technology, one with a specialization in electronics and another focused on laser and photonics. Based on her talent and strong work ethic, one of her professors recommended Pamela for an internship with a defense contractor – and she was subsequently hired for a job.

Pamela Garcia with Dr. Jill Biden. (Photo credit: U.S. Department of Education)

Pamela Garcia with Dr. Jill Biden. (Photo credit: U.S. Department of Education)

While working, Pamela chose to continue her education and eventually earned her bachelor’s degree in electrical engineering at the University of Central Florida. For the past 18 months, Pamela has been employed as an electrical engineer in Melbourne, Florida and earns more than $60,000 a year. Pamela credits her success to the affordable and high-quality education she received at Valencia College. America’s College Promise will ensure more hard-working students like Pamela have access to these kinds of life-changing opportunities.

Ted Mitchell is Under Secretary at the U.S. Department of Education.

Teamwork + Data = Big Gains at Jones Elementary School

Students at Jones Elementary School in Springdale, Arkansas face many potential obstacles to learning, including poverty, hunger, and trouble speaking and reading English. Eight years ago, only 26 percent of students were reading on grade level. With effective use of data, and real collaboration, the principal and teachers at Jones raised that to 73 percent.

“Poverty isn’t destiny,” says Principal Melissa Fink. Her team is overcoming students’ challenges by believing that every child can succeed at very high levels and creating a culture of excellence.

Teachers across the nation come to school every day hoping to make a difference in their students’ lives, and they are making meaningful changes in their classrooms. At Jones, they are doing it with a whole new level of teamwork. As teacher Jennifer Mills put it, “I used to think about just my classroom. Now, I care about the collective whole of fourth grade.” With help from principals like Fink and other educators, teachers can collaborate and set goals to challenge themselves and their students.

In this new video, see how teachers at Jones are helping their students excel. Improving Education: The View from Jones Elementary School shows how teachers and the school principal work together to encourage their students to succeed.

Fink and the teachers at Jones Elementary School work as a team to receive feedback, and they listen to and learn from each other. They also put data to work for them.

“We make all decisions at our school based on what the data tell us. We’re not just talking about test score data,” says Fink. “We’re talking about the data that teachers are collecting on a day-to-day basis in their classroom.”

We will continue highlighting extraordinary educators doing remarkable things in classrooms nationwide in our video series. To learn more, visit our Partners in Progress page.

Opportunity Is Not Optional: Secretary Duncan’s Vision for America’s Landmark Education Law

Secretary Duncan laid out a bold vision for the ESEA that continues a focus on the nation’s most vulnerable students. (Photo credit: Leslie Williams/U.S. Department of Education)

Secretary Duncan laid out a bold vision for the ESEA that continues a focus on the nation’s most vulnerable students. (Photo credit: Leslie Williams/U.S. Department of Education)

Secretary Arne Duncan laid out a sweeping vision for the nation’s landmark education law, the Elementary and Secondary Education Act (ESEA) in a speech today at Seaton Elementary School in Washington, D.C. On the 50th anniversary of the introduction of the ESEA bill, he called for a new law that will work to ensure strong opportunities for all students, and protect the most vulnerable.

In his speech, Duncan said that as the country moves away from No Child Left Behind—the latest version of ESEA—Congress faces a choice of whether to take a path that moves towards President Johnson’s promise of equity, or a path that walks away from it. He said:

Let’s choose the path that makes good on the original promise of this law. Let’s choose the path that says that we, as a nation, are serious about real opportunity for every single child.

I believe we can work together – Republicans and Democrats – to move beyond the out-of-date, and tired, and prescriptive No Child Left Behind law.

I believe we can replace it with a law that recognizes that schools need more support – and more money, more resources – than they receive today.

A law that recognizes that no family should be denied preschool for their children, and reflects the real scientific understanding that learning begins at birth, not somehow at age 5.

A law that recognizes the critically hard, important work educators across America are doing to support and raise expectations for our children, and lifts up the profession of teaching by recognizing that teachers need better preparation, better support, and more resources to do their hugely important job.

A law that says that educational opportunity isn’t an option, it’s a civil right, a moral imperative, and the best way we can strengthen our nation and attract and retain great jobs that expand the middle class.

Duncan pointed to the progress our country has made, but warned that, “we cannot allow ourselves to believe we are yet doing justice by all of our young people.”

Not when other countries are leaping ahead of us in preparing their children both for college and the world of work. We’re not there yet when millions of children start kindergarten already too far behind simply because their parents couldn’t afford preschool.

Not when thousands of preschoolers are being suspended. And sadly, we know exactly who many of the 3- and 4-year olds often are – our young boys of color.

Not when a third of black students attend high schools that don’t even offer calculus.

Not when across the nation, far too many students of all races and all backgrounds take, and pass the required classes for high school graduation – and are still not qualified to go on to public university and take real college-level classes.

Collectively, we owe our children, and our nation, something so much better.

In laying out the path forward, Secretary Duncan said that reauthorization must be one that expands opportunity for every child, “strengthens our nation economically, improves resources for schools, and supports and helps to modernize the teaching profession.”


“This country can’t afford to replace ‘The fierce urgency of now’ with the soft bigotry of ‘It’s optional.'”


Duncan made clear what a “responsible reauthorization” of ESEA must accomplish, including ensuring every child receives an education that sets him or her up for success in college, careers and life. He said that every child deserves the opportunity for a strong start through high-quality preschool, and that education that includes arts, history, foreign languages, and advanced math and science is essential, not a luxury.

ESEA must also give schools and teachers the resources they need to help students achieve, including teacher pay that reflects the importance of the work they do—regardless of the tax base of their community. Secretary Duncan also spoke to excessive testing, stating that parents, teachers, and students should be able to know what progress students are making, but that tests—and preparation for them—shouldn’t take up too much time away from instruction. “I believe we need to take action to support a better balance,” Duncan said.

Read all of the details of Secretary Duncan’s plan for a responsible reauthorization.

Duncan made clear that he believes that schools and teachers need more resources to do their vital work, and made clear that he believes that schools and teachers need greater resources and funds to do their vital work, and announced that President Obama will seek an increase of $2.7 billion in ESEA funding in his 2016 budget request.

Secretary Duncan concluded his speech by warning that we must not turn back the clock on education progress:

The moral and economic consequences of turning back the clock are simply unacceptable.

We would be accepting the morally and economically unsupportable notion that we have some kids to spare. We don’t.

And while there is much to debate in reauthorizing ESEA, Duncan noted there are areas for productive compromise, and that traditionally, education has been, and must continue to be, a bipartisan cause.

We are at an educational crossroads in America, with two distinct paths for moving forward.

This choice, this crossroads, has profound moral and economic consequences.

In making choices for our children’s future, we will decide who we are as a nation.

For the sake of our children, our communities, and our country, let’s make the right choice.

Resources:

What You Need To Know: New Guidance on Ensuring English Learners Can Participate Meaningfully and Equally in Educational Programs

The U.S. Departments of Education (ED) and Justice (DOJ) today released joint guidance reminding states, school districts and schools of their obligations under federal law to ensure that students who are English learners have equal access to a high-quality education and the opportunity to achieve their full academic potential.

Almost five million students in the U.S. are English learners, making up about nine percent of all public school students. This is the first time that a single piece of guidance has addressed the array of federal laws that govern schools’ obligations to English learners. The guidance recognizes the recent milestone 40th anniversaries of Lau v. Nichols and the Equal Educational Opportunities Act of 1974 (EEOA), as well as the 50th anniversary of the Civil Rights Act of 1964.

MUST SCHOOLS IDENTIFY AND ASSESS POTENTIAL ENGLISH LEARNER STUDENTS?

Yes. School districts must have procedures in place to identify potential EL students in an accurate and timely manner. School districts must then determine if potential EL students are in fact EL through a valid and reliable test that assesses English language proficiency in speaking, listening, reading and writing.

WHAT LANGUAGE ASSISTANCE MUST SCHOOLS PROVIDE TO ENGLISH LEARNER STUDENTS?

EL students are entitled to appropriate language services to become proficient in English and to participate equally in the standard instructional program within a reasonable period of time, as well as extracurricular programs and activities. EL students are entitled to EL programs with sufficient resources and districts must have qualified EL teachers, staff, and administrators to effectively implement their EL program. Districts must also monitor the progress of EL students, evaluate the effectiveness of their EL programs, and modify their programs in a timely manner when needed.

WHAT STEPS MUST SCHOOL DISTRICTS TAKE TO PROVIDE EFFECTIVE LANGUAGE ASSISTANCE TO LIMITED ENGLISH PROFICIENT PARENTS?

Districts must provide effective language assistance to limited English proficient parents, such as offering translated materials or a language interpreter. It is not sufficient for the staff merely to be bilingual. Districts should ensure that interpreters and translators have knowledge in both languages, and are trained in the role of an interpreter and translator—including the ethics of serving as one—and the need to maintain confidentiality.

WHAT DO I DO IF I BELIEVE A SCHOOL IS NOT COMPLYING WITH THESE REQUIREMENTS?

Resources:

Top 10 Reasons Why You Should Enroll Your Child in a High-Quality Early Learning Program

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When I first looked into my son’s eyes, I knew: I was lucky.

But I also knew that raising a child that is prepared for emotional, physical, and academic success wouldn’t be easy. Enrolling my son in a high-quality early learning program would promote his learning and development, making his prospects in school and in life that much brighter.

Here are the top ten reasons why you should consider enrolling your child in high-quality early education:

  1. About 70 percent of the brain is developed by age one and 90 percent is developed by age three. It is during these early years that genes interact with experience, providing a foundation—weak or strong—for all future learning, behavior, and health.
  2. Preschool-aged children have the ability to learn more, and faster, than you might think. Kids have an innate number sense that, by preschool, makes them ready to start learning math.
  3. The early years are important in shaping the long-term health and success of our children and our communities. Economist James Heckman analyzed research of a decades-long study that began in 1972. He found that kids who received full-day care—along with meals, games, and activity—are actually healthier as adults, with lower rates of high blood pressure and obesity, than kids who didn’t receive such services.
  4. Well-qualified caregivers and educators are fundamental to high-quality early learning programs. As a parent, you can have peace of mind knowing that your child is safe, and with adults who know how to support your child’s early development.
  5. Supportive learning environments are vital at every juncture—especially during the first five years of your child’s life. Great early learning programs can be tailored for our youngest children, whose brains develop important connections during their formative years.
  6. Studies demonstrate that children who have rich early learning experiences are better prepared to thrive in kindergarten and beyond.
  7. Preschool can help your child to achieve school readiness goals—setting him or her up with skills, knowledge, and attitudes necessary for success in school and life.
  8. Early and regular check-ins and assessments can help families track and celebrate their child’s developmental milestones, and ensure that their children get early and specialized support, if needed.
  9. High-quality early learning is critical to sustaining our country’s economic competitiveness. Children in countries as diverse as Mexico, France, and Singapore have a better chance of receiving preschool education than do children in the United States.
  10. There is a growing recognition that quality matters tremendously when it comes to early learning. Programs that are high-quality have high staff qualifications, including a bachelor of arts for teachers; professional development for teachers and staff; low staff-child ratios and small class sizes; a full-day program; and more.

The U.S. Departments of Education and Health and Human Services continue to support the expansion of high-quality preschool programs through the Preschool Development Grants (PDG) competition.

These grants will assist states in building or enhancing their preschool program infrastructure and will help to expand high-quality preschool programs to more 4-year-olds from low- and moderate-income families. Look out for more information about the PDG program now that grants have been awarded. You’ll be able to find out if your community will benefit.

All children—not just some—should have access to high-quality early learning opportunities that prepare them for success in school and beyond. I know that is what I want for my child.

Monica Bates is an Information Resource Specialist in the Office of Communications and Outreach at the U.S. Department of Education.

7 Common Myths about Financial Aid

College application deadlines are fast approaching and you may be wondering if you can even afford to go to college. What you might not know is that the federal government provides almost $150 billion a year to help students just like you pay for college. Right now, you’re probably thinking of all of the reasons why you won’t qualify for financial aid. Please don’t waste your time worrying- you could be using this time to complete the Free Application for Federal Student Aid (FAFSA®). Here are some common myths about financial aid that you shouldn’t believe.

Myth #1: My family makes too much money for me to qualify for aid.

There is no income cut-off for federal student aid. Your eligibility for financial aid is based on a number of factors and not just your income. Plus, many states and schools use your FAFSA data to determine your eligibility for their aid. If you’re not sure what you will get, the best way to know for sure is to complete the application!

Myth #2: I need to file taxes before completing the Free Application for Federal Student Aid or (FAFSA).

You can use estimated information on your FAFSA so you’ll be able to submit it before you file taxes. In fact, many states and schools have financial aid deadlines well before the tax deadline. So completing your FAFSA earlier is a good idea. You might want to base your estimates on last year’s tax return, and once you file your taxes, you can log back in and update the information. You may even be able to use the IRS Data Retrieval Tool to automatically import your tax information into your FAFSA. 

Myth #3: The FAFSA is too hard to fill out.

This is a very common misconception, but the FAFSA has come a long way! It’s easier than ever to complete online. The form uses “skip logic,” so you are only asked the questions that are relevant to you. And if you’ve filed your taxes, you can transfer your tax return data into your FAFSA automatically. As a result of improvements like these, the average time to complete the FAFSA is now less than 21 minutes. If you do get stuck, help is available by Web chat, e-mail and phone.

Myth #4: My grades aren’t good enough for me to get aid.

Eligibility for most federal student aid programs is not linked to your academic performance. However, you will need to maintain grades that your school considers satisfactory in order to continue receiving financial aid. 

Myth #5: My ethnicity or age makes me ineligible for aid.

There are basic eligibility requirements, but ethnicity and age are not considered.

Myth #6: I support myself, so I don’t have to include parent info on the FAFSA.
This is not necessarily true. Even if you support yourself and file taxes on your own, you may still be considered a dependent student for federal student aid purposes. You can determine your dependency status by answering these questions. If you are independent, you won’t need to include your parents’ information on your FAFSA. But if you are dependent, you must provide your parents’ information.

Myth #7: I already completed the FAFSA so I don’t need to complete it again.
You need to complete the FAFSA every year you plan to attend college or career school. Don’t worry; it will be even easier the second or third time around since a lot of your information will be pre-populated on the application.

Millions of students complete the FAFSA each year and receive financial aid to help pay for college. Don’t let these myths stop you from achieving your goals. Take the first step by completing the FAFSA at fafsa.gov.

Tara Marini is a communication analyst at the Department of Education’s office of Federal Student Aid.

Parents: Tips To Help Your Child Complete the FAFSA

who-is-my-parent

If you’re a parent of a college-bound child, the financial aid process can seem a bit overwhelming.  Who’s considered the parent? Who do you include in household size?  How do assets and tax filing fit into the process? Does this have to be done every year?  Here are some common questions that parents have when helping their children prepare for and pay for college or career school: 

Why does my child need to provide my information on the FAFSA®?

While the federal government provides nearly $150 billion in financial aid each year, dependency guidelines for the FAFSA are determined by Congress. Even if your child supports himself, he may still be considered a dependent student for federal student aid purposes. If your child was born on or after January 1, 1992, then he or she is most likely considered a dependent student and you’ll need to include your information on the Free Application for Federal Student Aid (FAFSA).

Who’s considered a parent when completing the FAFSA?

If your child needs to report parent information, here are some guidelines to help:

  • If the child’s legal parents (biological and/or adoptive parents) are married to each other, answer the questions about both of them.
  • If the child’s legal parents are not married to each other and live together, answer the questions about both of them.
  • If the child’s parent is widowed or was never married, answer the questions about that parent.
  • If the child’s parents are divorced or separated, follow these guidelines.

More information on who’s considered the parent can be found here: http://1.usa.gov/1AbWmp6

Who’s considered part of the household?

When completing your child’s FAFSA, you should include in the household size: parents, any dependent student(s), and any other child who lives at home and receives more than half of their support from you.  Also include any people who are not your children but who live with you and for whom you provide more than half of their support.

Do we need to wait to apply until I file my income taxes?

Deadlines in some states are before the tax filing deadline so you’ll want to ensure your child files his or her FAFSA as soon as possible after January 1st to maximize financial aid. You do not need to wait until you file your federal tax return.  If you haven’t done your taxes by the time your child completes the FAFSA, you can estimate amounts based on the previous year if nothing has drastically changed.  After you file your taxes, you’ll need to log back in to the FAFSA and correct any estimated information.  If you’ve already filed your taxes, you can use the IRS Data Retrieval Tool to automatically pull in your tax information directly from the IRS into the FAFSA. The IRS Data Retrieval Tool will be available February 1, 2015.

Do I need to do this every year?

Yes, you and your child need to complete the FAFSA each year in order for your child to be considered for federal student aid.  The good news is that each subsequent year you can use the Renewal Application option so you only have to update information that has changed from the previous year!

What else do I need to know before I begin?

You’ll need to get a PIN and have all the necessary documents before you begin.  Here’s a handy checklist: http://studentaid.ed.gov/fafsa/filling-out

Susan Thares is the Digital Engagement Lead at the Department of Education’s Office of Federal Student Aid.