Department of Education Releases New Parent and Community Engagement Framework

The fourth quarter of the school year is generally a time of preparation for schools and districts as they finalize next year’s budget, student and teacher schedules, and professional development for the upcoming school year. During this time of preparation, it is important that schools and districts discuss ways that they can support parents and the community in helping students to achieve success.

fce-framework graphicTo help in this work, the U.S. Department of Education is proud to release a framework for schools and the broader communities they serve to build parent and community engagement. Across the country, less than a quarter of residents are 18 years old or younger, and all of us have a responsibility for helping our schools succeed. The Dual Capacity framework, a process used to teach school and district staff to effectively engage parents and for parents to work successfully with the schools to increase student achievement, provides a model that schools and districts can use to build the type of effective community engagement that will make schools the center of our communities.

An example of how the elements of the framework can lead to improved engagement is exhibited in my hometown of Baltimore. Baltimore City Public Schools worked to support 12,000 pre-kindergarten and kindergarten homes, and to engage families in home-based literacy practices. Each week students received a different bag filled with award-winning children’s books, exposing children, on average, to more than 100 books per year. The book rotation also includes parent training and information on how to share books effectively to promote children’s early literacy skills and nurture a love of learning. Through the program, families are also connected with their local public and school libraries. At the culmination of the program, children receive a permanent bag to keep and continue the practice of borrowing books and building a lifelong habit of reading.

For more information on the Dual Capacity Framework, as well as an introductory video from Secretary of Education Arne Duncan, please take some time and review our website at www.ed.gov/family-and-community-engagement. In the coming months, we will provided additional resources and information, so that schools, districts, communities, and parents can learn more about family and community engagement, as well as, share the wonderful work they are doing to build parent, school, and community capacity that supports all students.

Read a Spanish version of this post.

Jonathan Brice is deputy assistant secretary in the U.S. Department of Education’s Office of Elementary and Secondary Education

Equal Pay Day 2014

Women make up half of the U.S. workforce and yet often, they are paid less than men for doing the same job. Today, April 8, marks an important day for highlighting these unfair disparities:  National Equal Pay Day.

Our nation has made great progress in expanding economic and educational opportunities for women, but business, industry, labor, and government at all levels still have so much work to do to ensure that every American, regardless of their gender, is treated fairly and gets equal pay for equal work.

From the first day he took office, President Obama has been a staunch advocate for fair treatment in the workplace and equal pay. The first piece of legislation the President signed was the Lilly Ledbetter Fair Pay Act, making it easier for women to challenge their employers in court if they weren’t paid the same salary as men doing the same job. Shortly afterwards, the President created the National Equal Pay Task Force to crackdown on violations of equal pay laws. He called on various agencies to help support this work, from the Equal Employment Opportunity Commission to the Department of Justice.

The Department of Education has joined this effort with our federal partners to ensure that the programs and grants we are responsible for can better support women, and narrow or eliminate gender opportunity gaps in education. At ED, we are improving support for women and girls in science, technology, engineering, and mathematics (STEM). We are creating pathways to good jobs and careers through high-quality career and technical education (CTE). We are making higher education more affordable, and expanding pathways to postsecondary education for adult learners, workers looking to retrain for new careers, and young people seeking careers that require technical education.

In adult education, recent data has shown that there are gender disparities in skill levels for literacy, numeracy, and problem solving. The new data and evidence of disparities prompted the Department to hold a series of roundtables and engage various equity organizations who work directly with young girls and women. We explored promising models of how to better align local, state, and federal resources when addressing skill issues. And in coming months, ED will be releasing a National Action Plan to help guide our work with respect to low-skilled adults, especially as it relates to gaps in gender equity.

One of the most important—and often overlooked—tools for narrowing gender pay gaps in the United States is Title IX, signed into law in 1972. Title IX bars educational institutions from discriminating against a person on the basis of their sex in any educational program or activity receiving federal financial assistance.

Title IX proved to be one of the great unsung success stories in education. It is best known as the law that required equal access to athletics for male and female students in secondary schools and colleges. But ultimately, Title IX dramatically increased employment for women by increasing access not just to athletics but to college itself and subsequent job opportunities.

Just as the benefit of athletics stretched far beyond the playing field for men, Title IX proved that the same benefits held true in the case of women and girls. Women athletes are more likely to graduate from college than female students who don’t play sports. They are less likely to use drugs, get pregnant as teenagers, or become obese.

In fact, one rigorous study by Betsey Stevenson—now a member of President Obama’s Council of Economic Advisers—found that up to 40 percent of the overall rise in employment among women in the 25 to 34-year old age group since 1972 was attributable to Title IX. Girls and women who benefitted from Title IX had wages that were eight percent higher than their peers–and also were more likely to work in high-skill, previously male-dominated occupations.

As the President has said, equal pay is not just a women’s issue but a family issue. When the number of women in the workforce expands rapidly, their role as breadwinners expands rapidly too. And when women aren’t paid and treated fairly, their families suffer.

That’s one reason President Obama’s groundbreaking 2013 Preschool for All proposal is so important. It would enable states to provide an additional one million four-year-olds with high-quality preschool.

The benefits of high-quality early learning for young children are clear—and their mothers and families benefit as well. Child care expenses for families with working mothers range from 20 percent to nearly 50 percent of a working mom’s salary. Sadly, that steep price tag leads too many mothers to put off pursuing their own educational and career goals.

Our task is to make sure we are always working to narrow and eliminate unfair opportunity gaps. On June 23, President Obama is convening the first-ever White House Working Families Summit.

In the months beforehand, the Administration will build on the momentum of Equal Pay Day, and engage business leaders, advocates, policymakers, and educators to explore how we can better address issues affecting all working families—especially those pertaining to equity for women.

On equal pay, it’s time not just to talk the talk but to walk the walk. As a nation, we’re on that journey now. But we still have a long way to go to meet the gender-blind American ideal of equal opportunity and equal pay for equal work.

Arne Duncan is the U.S. Secretary of Education

Rethinking High School: President Obama Announces New Youth CareerConnect Grants

Cross-posted from the White House Blog.

“How do we start making high school … more interesting, more exciting, more relevant to young people?”

That’s the idea behind the Youth CareerConnect grant program, which President Obama discussed this morning during his visit to Bladensburg High School in Prince George’s County, Maryland. In his remarks, the President announced that Bladensburg High was part of a three-school team in Prince George’s County that won a $7 million Youth CareerConnect grant.

The grant will give students at Bladensburg High access to individualized college and career counseling, as well as paid work experiences with employer partners such as Lockheed Martin. What’s more, students concentrating in health professions will be able to earn industry-recognized certifications in nursing and pharmacy, and biomedical students will be able to earn college credit from the Rochester Institute of Technology and the University of Maryland Baltimore County.

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President Barack Obama meets with students working in a biomedical sciences classroom at Bladensburg High School in Bladensburg, Maryland, April 7, 2014. (Official White House Photo by Pete Souza)

All told, the grant will help prepare 2,500 students at Bladensburg High and other Prince George’s County schools to succeed academically and graduate career-ready in the high-demand fields of information technology and health care.

Youth CareerConnect is a national competition, backed by the Departments of Education and Labor, to start redesigning America’s high schools for the 21st century economy. The program is offering $107 million in new grants — ranging from $2.2 million to $7 million — to local partnerships of local education agencies, workforce investment boards, institutions of higher education, and employer partners.

We challenged America’s high schools to … say what can you do to make sure your students learn the skills that businesses are looking for in high-demand fields. And we asked high schools to develop partnerships with colleges and employers, and create classes that focus on real-life applications for the fields of the future — fields like science and technology and engineering and math.

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President Barack Obama shakes hands with the students on stage following remarks and announcing the winners of the Youth CareerConnect Competition, at Bladensburg High School in Bladensburg, Maryland, April 7, 2014. (Official White House Photo by Pete Souza)

As President Obama explained, these grants will help ensure that more of America’s youth receive a world-class education, which will prepare them “with the skills they need for college, for a career, and for a lifetime of citizenship.”

“From preschool for every 4-year-old in America, to higher education for everybody who wants to go, every young person deserves a fair shot,” said the President. “And I’m going to keep on doing everything I can to make sure you get that shot and to keep America a place where you can make it if you try.”

To learn more about the Youth CareerConnect program, click here.

David Hudson is associate director of content for the White House’s Office of Digital Strategy

Ask Arne: Procuring Privacy

When I think of privacy a few images pop into my head:  a “do not disturb” sign, the settings on my social media accounts, or me locking the bathroom door so that my kids can’t come barging in after me.

But the term “privacy” has taken on new meaning in the digital age, and is now accompanied by terms like big data, devices, and the cloud.

As I lead from the classroom, I struggle with one question, “How do I create and innovate while protecting my students’ privacy?”

And I am not the only one asking this question.

Throughout the past few months, I have had the privilege of attending several educational technology events in my capacity as a Teaching Ambassador Fellow with the U.S. Department of Education and I have heard this question on repeat, along with a few others. What data is collected from students? Who has access to it? How is it used? I recently sat down with Secretary of Education Arne Duncan to ask him about student data privacy. Watch the video below:

Personally, I love technology and I love data. I use data every day in my classroom as a method of measuring my effectiveness and my students’ progress. On a typical day, within the first seven minutes of my class, students will enter my room, grab their iPads, sign into our class website, and take a diagnostic survey or poll that builds upon prior knowledge, as well as introduces new concepts for that day’s lesson. These types of formative checks occur roughly five times within one block period and provide real-time data, real-time feedback, and allow me to personalize lessons based on students’ individual needs.  Consequently, the data collected from one class period serves as the foundation for the next class period.

According to the Fordham Institute, 95 percent of districts rely on cloud services for several purposes, such as monitoring student performance, supporting instruction, student guidance, as well as special services such as cafeteria payments and transportation.  While cloud storage is a common practice of school districts, the present concern is that districts are taking appropriate measures for safeguarding this data.

Currently, three keystone federal laws protect student privacy: The Family Educational Rights and Privacy Act, The Protection of Pupil Rights Amendment, and the Children’s Online Privacy Protection Act.  More recently, the Department of Education announced the Privacy Technical Assistance Center (PTAC) to help educators interpret laws and gain access to best practices around student data and privacy. Furthermore, groups like Common Sense Media launched the School Privacy Zone Campaign in an attempt to support connected classrooms that protect and safeguard student privacy.

Today, I feel an even greater pressure to utilize data in rigorous ways that ensure my students are college-and-career-ready. The one way that I know how to meet the diverse needs of every student is to use technology. While I believe in the power of technology and its ability to transform learning, I also know that my students’ safety comes first. My hope is that schools, districts, states, and the federal government will continue working to create the right policies to support the needs of educators so that they may create and innovate in their classrooms, and protect their students.

Emily Davis is a Teaching Ambassador Fellow at the U.S. Department of Education.

Supporting Educators to Innovate Through Technology

OpportunityTechnology offers extraordinary opportunities and capacities to teachers. The breadth and depth of educational materials and information available on the Internet can break boundaries, making any subject accessible anywhere, and providing students with access to experts from across town or across the globe. New technologies also give teachers tools and flexibility to engage students, personalize the learning experience, and share resources or best practices with colleagues.

President Obama’s ConnectED initiative aims to provide high-speed Internet to every school in America, and make affordable computers, tablets, software, and other digital resources widely available to educators. Yet innovative technologies offer their greatest benefits only when teachers and principals have the skills and supports to leverage them. The ConnectEDucators plan will help educators to grow those skills. Watch this video to learn more:

Tiffany Taber is senior communications manager in the Office of Communications and Outreach

Duncan to Talk Family Engagement During #PTchat

It’s no secret that parents have the power to transform educational opportunity in our country. Which is why their voice is so vital.

On April 8, Secretary of Education Arne Duncan will be taking to Twitter to gain additional feedback from parents and educators on community and parent engagement best practices during the weekly #PTchat. The chat will coincide with the National Family Engagement Conference in Cincinnati, which aims to bring together educators and community activists to raise awareness of community involvement in schools.

Duncan will moderate the Twitter chat and share information about recently released family and community engagement resources from the Department of Education.

  • What: #PTchat with Secretary of Education Arne Duncan.
  • When: 9pm EDT, Tuesday, April 8.

Your voice is important, and even if you can’t make the Twitter chat, please don’t hesitate to leave feedback in the comments below and sign up for our Engaging Families email updates.

Seeing Success in Hawaii: Duncan’s 50th State as Secretary

Ka Waihona o ka Na’auao

Students at the Ka Waihona o ka Na’auao Public Charter School perform the hula for U.S. Department of Education Secretary Arne Duncan during his visit on March 31, 2014, in Nanakuli, Hawaii. Photo By Eugene Tanner.

Andrea, a senior at Hawaii’s Waipahu High School, came to the U.S. just four years ago after emigrating from the Philippines, but now she’s a proud Waipahu Marauder. From her first day in the classroom, she found the “opportunity to explore” and became interested in cancer research and science.

This fall, thanks to her dedication and the teachers she has at Waipahu, she’ll attend Columbia University on a full-ride scholarship.

Andrea was one of many students Secretary Duncan met during a visit to Oahu earlier this week, which also included stops at Joint Base Pearl Harbor-Hickam for a discussion with military families and a visit to Ka Waihona o ka Na’auao Public Charter School.  During Duncan’s visit to Waipahu, Andrea presented her AP Biology project – “Synthesizing a STAT3 Dimerization Inhibitor Molecule via Retrosynthetic Analysis” – and explained the partnership with the University of Hawaii’s Cancer Center that helped her to pursue her research. “What I’ve learned here is if you want to do something, you can find a way to do it,” she said.

Waipahu High School, located about 20 minutes outside of Honolulu, provides a number of educational programs, with each incoming student picking a “College and Career Theme” to explore. Students at Waipahu High School learn through pathways, which are smaller learning communities that encourage students to identify their career interests and take relevant courses while in high school. They have the opportunity to take classes in programs like creative media, culinary arts, engineering, finance, law and justice administration, and teacher education. Waipahu also offers tuition-free early college courses.

Michael, also a senior at Waipahu, has seen a growth in his abilities since he started as freshman. Despite starting on the school’s business track “not knowing anything,” Michael has been able to excel. “I was able to make connections with what I was learning … and I saw a change in my grades,” he said. A recent project allowed him to combine his budding business knowledge with his passion for woodwork by designing a business where he could sell the skateboards he creates using natural wood and varnish. The school has enabled him to able to explore art in other areas, too. Michael was able to help paint words like “courage,” “ambition,” “honor” and “integrity” – which he says are “words that encompass who we are” – onto the steps of Waipahu High School.

A focus on relevant, hands-on experiences is a theme among programs at Waipahu. During a tour of the school, students led Secretary Duncan through their research and studies of fish as part of an aquaponics system in the Natural Resources Academy Pathway. Teacher Jeff Garvey, who Secretary Duncan called the “mastermind” behind the aquaponics system, used his private-sector background to build the open-air center and create the chance for students to study aquaponics, which combines fish and plants in a symbiotic, sustainable environment.  The program is rapidly expanding as interest grows, including from nearby eighth graders who want enroll at Waipahu. And despite worries that the system would be hard to maintain, Garvey points to students’ leadership with the center. “Give them ownership, and they take care of it,” he said.

Waipahu serves mostly minority students, and most are from economically disadvantaged backgrounds. Despite those challenges, from 2011-2013, proficiency scores on state tests have risen, as have college-going rates. In that same time, the number of suspensions was nearly cut in half.

Waipahu’s growing success story is one of many throughout the state of Hawaii. The 2013 National Assessment for Educational Progress (NAEP) results indicated that Hawaii was one of the top 5 fastest improving states in the country, with an 8-point increase in math for fourth and eighth grade, a 4-point increase in reading in fourth grade, and a 5-point increase in reading in eighth grade, when compared to 2009 NAEP results.

To accelerate its reform efforts and better support the state’s educators, Hawaii applied for and received a $75 million grant through Race to the Top in 2010. The grant has empowered the state’s leaders to collaborate in new ways and create plans tailored to their needs to prepare students to be ready for college and careers. Through these funds, the state has developed tools, like a classroom data dashboard and teacher-focused reports, to support teachers and school leaders to use timely and actionable data to improve instruction. Hawaii has also created tools to transition to higher standards and training to develop STEM expertise, and the state and community has supported schools that fall within the Zones of School Innovation to provide students with extended learning time, after-school and summer programs, and comprehensive wraparound services.

And the work is just beginning. State Superintendent Kathryn Matayoshi credited the “catalytic nature of Race to the Top” in enabling the state to try new ideas and create new systems – “an opportunity we’ve taken with both hands” – and acknowledged this is just the start. Gov. Neil Abercrombie echoed that sentiment. “I ask anybody in the state, before you make a judgment about the public schools, see what’s been accomplished in the last three years. By any outside observation, Hawaii public schools are rising, and we’re going to keep on rising,” Abercrombie said.

Hawaii’s progress is thanks to leadership from state and administrative officials, teachers and principals, who have encouraged their students and provided new learning opportunities, even when there have been challenges and tough transitions. “These are profiles in courage,” Secretary Duncan said. “So much of what is going on here can be a model for the nation.”

Watch a short video about Waipahu High School.

Sara Gast is director of strategic communications at the U.S. Department of Education

Higher Ground in Tucson

During a recent trip to Tucson, Ariz., I took part in a meeting with school officials, school board members, past and present elected officials, organizers of youth programs and, most importantly, parents and students. Many of those in attendance shared powerful stories about the serious challenges facing children in south Tucson and the heroic efforts that are being made to confront the issues to ensure that children succeed.

I was reminded again of how important it is for everyone to work together to address the needs of students during the school day, but also to address the needs of the children out of school. This was the spirit I saw as people talked about programs and strategies. Every story I heard deserves to be retold, but one story in particular caught my attention because it illustrated that one person can start a chain reaction to make a difference.

It started as a love story. Jansen Azarias met Barbara “Barbie” Maestas six years ago. Barbie had a ten-year-old son named Timothy, and Jansen began tutoring Timothy. Soon a number of Timothy’s friends joined the tutoring sessions in Jason’s living room. Today, Jansen and Barbie are married and Timothy is a high school graduate and enrolled in college.

Jansen soon learned that there were many students in the south side of Tucson who shared the experiences of attending a low-performing school, broken families, gang affiliations, crime, drug abuse, incarcerated parents, poverty, and a lack of support. Inspired to make a difference, he started organizing volunteers and working out of the Mission View Assembly church. At the end of the second year there were 60 students involved in daily programs. Realizing the high need, Jansen and Barbie quit their jobs and devoted full time to what they called Higher Ground.

Today, this program reaches 150 students who receive daily homework tutoring and enrichment activities such as football, dance, jujutsu, art, boxing, bike club, and choir. Students also receive training in financial literacy and character development. Higher Ground expands its program every year, and partnered with the Tucson Unified School District to move into the historic Wakefield Middle School. The organization has also partnered with eight other faith-based groups and five community organizations, as well as with several departments at the University of Arizona, Phoenix University, and Pima Community College.

With the help of these partners and the commitment of more than 50 volunteers, students and their parents pay nothing for participating. All programs are coordinated by a small staff of five people and an annual budget of $150,000, and even with this small staff, students and parents can reach Higher Ground 24/7 if they need anything from financial assistance to an intervention.

Higher Ground is an out of school program, but participant’s school performance has shown improvement. Last year, 93 percent of the students improved their grades and 60 percent were on the honor roll for the first time.

While Jansen and Barbie are extraordinary people, what they have done can be duplicated in other places. First, Jansen started by listening to students and taking seriously what the students said they needed. Secondly, they both used the resources and networks that they have in the community and the church to begin the work. Third, they required that the parents make a commitment. Fourth, they developed a working relationship with the school district and with other community organizations. And finally, they never lost track of where they started with a focus on listening to the kids and responding to their needs. It is a simple model that can be duplicated anywhere.

Ken Bedell is a senior advisor in the Faith-based and Neighborhood Partnerships Center at the U.S. Department of Education

Celebrating a Disability Rights Pioneer

Ed Roberts is one of the most important pioneers of the disability rights movement. Roberts was a talented athlete with dreams of playing professional baseball when he was disabled by polio in 1953 at the age of 14. Having a disability taught him many things, not the least of which was the importance of a good education. He could only move a couple of fingers and a couple of toes, yet he attended three years of high school by phone while lying in his iron lung at home.

After a senior year back in the school building, Roberts still had to fight to be allowed to graduate, but eventually he received his diploma with his mom Zona by his side. When he went to college and graduate school, he had to find a place to live on campus that could accommodate the iron lung he slept in every night.

Roberts also started using a power wheelchair while he was in graduate school. If you’ve ever used a curb cut to help you cross a street with a stroller, a rolling suitcase or a wheelchair, you can thank Ed Roberts and his allies with disabilities. His iron lung and his power wheelchair are now in the collection of the Smithsonian Institution here in Washington, D.C.

Besides his advocacy for educational rights, Roberts was a founder of the Independent Living (IL) movement and director of Vocational Rehabilitation (VR) in California. Both IL and VR have been part of the Department of Education since it began, and the programs operate in all 50 states and DC. Later in his life, Roberts took time to speak to hundreds of young adults with disabilities and parents of children with disabilities across the US. That’s where I met him, when my son Charlie was only seven years old. Roberts taught what nobody else did: that people with disabilities belong everywhere; that a student with the most profound disabilities has a lot to offer in any classroom; and that my job as a parent was to ensure that my son could make his own choices, and make his own voice heard, even if he couldn’t speak. Ed showed every day that charisma is not limited to able-bodied people, and that just being present is a form of advocacy. No wonder he won a MacArthur fellowship “genius” award: he helped us all understand that learning to thrive with disability was about expectations, education, employment, and empowerment above all else.

In January, the Department of Education’s Office of Special Education and Rehabilitative Services invited current and emerging leaders of the civil rights movement of people with disabilities to celebrate Roberts’s life. Guests discussed their own experiences in the civil rights movements of people with disabilities, the impact Ed Roberts had on their lives, and the importance of sharing his story with future generations of students.

Many students and families still don’t know about the civil rights movement of people with disabilities. Empowerment comes with knowledge. Learning about Ed Roberts is a great place to start.

To learn more about Ed Roberts and the civil rights movement of people with disabilities the Minnesota Governor’s Council on Developmental Disabilities website.

Sue Swenson is deputy assistant secretary in the Office of Special Education and Rehabilitative Services

Jazz Takes Center Stage in April

2014-JAM-Poster

Cross-posted from the OII blog.

Jazz, that most American of art forms, takes center stage all of April as we celebrate Jazz Appreciation Month (JAM) in the U.S. and throughout the world. Under the leadership of the Smithsonian Institution, JAM annually focuses on the music as well as its connections to America’s history and democratic values, including cultural diversity, creativity, innovation, discipline, and teamwork.

This year, JAM celebrates the 50th anniversary of John Coltrane’s A Love Supreme, a four-part suite that marked the melding of the hard bop sensibilities of the iconic saxophonist and composer’s early career with the free jazz style he later adopted. The annual JAM poster features Coltrane’s likeness, captured by American artist Joseph Holston from his screen print Jazz.

The Department of Education annually distributes the JAM posters to more than 16,000 middle schools in America. In a letter accompanied by the poster, OII’s Acting Assistant Deputy Secretary Nadya Chinoy Dabby encourages the schools’ principals to participate in JAM activities taking place in the 50 states and to take advantage of the Smithsonian’s jazz collection and its many Web-based educational materials that support learning across the K-12 curriculum.

There are literally hundreds of ways to celebrate jazz this month. Whether you’re a teacher, band director, student, or parent, Smithsonian Jazz has ideas for you. Click here to get started.

Doug Herbert is a special assistant in the Office of Innovation and Improvement and editor of the OII home page.

Celebrate National Poetry Month!

April is National Poetry Month, which is a great time to introduce children of all ages to the power of poetry. Whether you’re a teacher or a parent/guardian, below you’ll find several resources to guide you in celebrating during April.

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Check out Poetry Out Loud, it’s not only a national recitation contest held by the National Endowment for the Arts and the Poetry Foundation, but the organization’s site includes resources for teaching poetry. You can also plan to watch the national finals live on April 30.

If you’re in the mood for a multimedia approach to poetry, look no further than Poet-to-Poet, an educational project that asks elementary, middle, and high school students to write poems in response to those shared by some of the award-winning poets who serve on the Academy of American Poets Board of Chancellors. The Academy has even put together lesson plans for teachers and educators in order to encourage robust participation.

The NEA’s Bringing Poetry to the Classroom site is a good place to get additional ideas about incorporating poetry in the classroom.

On Thursday, April 24 take part in Poem in Your Pocket day. People across the country select a poem and carry it with them, and share it with others throughout the day.

Four New Civil Rights Data Collection Snapshots

Last week, the Department of Education released the latest data from the Civil Rights Data Collection (CRDC). The CRDC is a vital resource that provides the public an opportunity to understand how our nation and individual states, districts, and schools serve all students, including our students of color, English learners, and students with disabilities. The troubling disparities revealed in this comprehensive, searchable database serve as a reminder of the importance of ensuring all students have equal access to educational opportunities.

Holder at Wilson Elementary

Attorney General Eric Holder talks with a student following the announcement of the latest CRDC collection at J.O. Wilson Elementary School in Washington, D.C.

For the first time in more than a decade, the CRDC contains information on approximately 16,500 school districts, 97,000 schools, and 49 million students. The data shines a spotlight on educational equity in areas such as discipline, access to preschool, teacher equity, and access to college- and career-ready courses.

To coincide with the most recent data release, the Office for Civil Rights has created four new snapshots to help understand the data:

Data Snapshot: Early Childhood Education

Examples:

  • Public preschool access not yet a reality for much of the nation: About 40 percent of school districts do not offer preschool programs.
  • Black children make up 18 percent of preschool enrollment, but 48 percent of preschool children suspended more than once. Boys receive more than three out of four out-of-school preschool suspensions.

Data Snapshot: School Discipline, Restraint, & Seclusion Highlights

Examples:

  • Disproportionately high suspension/expulsion rates for students of color: Black students are suspended and expelled at a rate three times greater than white students. On average, 5 percent of white students are suspended, compared to 16 percent of black students. American Indian and Native-Alaskan students are also disproportionately suspended and expelled, representing less than 1 percent of the student population but 2 percent of out-of-school suspensions and 3 percent of expulsions.
  • Disproportionate suspensions of girls of color: While boys receive more than two out of three suspensions, black girls are suspended at higher rates (12 percent) than girls of any other race or ethnicity and most boys; American Indian and Native-Alaskan girls (7 percent) are suspended at higher rates than white boys (6 percent) or girls (2 percent).

Data Snapshot: College and Career Readiness

Examples:

  • Limited access to high-level math and science courses: Nationwide, only 50 percent of high schools offer calculus, and only 63 percent offer physics.
  • Significant lack of access to other core courses: Nationwide, between 10-25 percent of high schools do not offer more than one of the core courses in the typical sequence of high school math and science education — such as Algebra I and II, geometry, biology, and chemistry.

Data Snapshot: Teacher and Counselor Equity

Examples:

  • Teacher salary disparities: Nearly one in four districts with two or more high schools reports a teacher salary gap of more than $5,000 between high schools with the highest and the lowest black and Latino student enrollments.
  • Access to school counselors: Nationwide, one in five high schools lacks a school counselor.

Learn more about the 2011-12 CRDC collection at ocrdata.ed.gov.

Cameron Brenchley is director of digital strategy at the U.S. Department of Education