5 Reasons You Should Complete the Free Application for Federal Student Aid

Did you hear? The 2015-16 FAFSA became available on January 1, 2015! Fill it out: fafsa.gov

If you will be attending college between July 1, 2015 and June 30, 2016, you should complete the FAFSA. Here are some reasons why:

It’s FREE!

The FAFSA is free to complete and there is help provided throughout the application. Several websites offer help filing the FAFSA for a fee. These sites are not endorsed by the U.S. Department of Education. We urge you not to pay for assistance that you can get for free at the official government website: fafsa.gov.

It’s easier than ever.

We’ve done a lot over the past few years to simplify the FAFSA. One of the most exciting enhancements has been the launch of the IRS Data Retrieval Tool. The tool allows students and parents to access the required information from their IRS tax return to complete the FAFSA, and transfer the data directly into their FAFSA from the IRS website with just a few clicks. This year, the IRS Data Retrieval Tool will launch on February 1, so be on the lookout for that. Also, for those who have completed the FAFSA in the past, when you go to renew your FAFSA for the upcoming school year, a lot of your information will automatically roll over, saving you lots of time.

It takes less than 21 minutes to complete.

Did you know that, on average, it takes less than 21 minutes to complete the FAFSA? That’s less time than it would take you to watch your favorite TV show! And think of the benefits! Spend 21 minutes completing the application and you could qualify for thousands of dollars in financial aid. Talk about return on investment…

More people qualify than you’d think.

If you don’t fill out the FAFSA, you could be missing out on a lot of financial aid! I’ve heard a number of reasons students think they shouldn’t complete the FAFSA. Here are a few:

  • “I (or my parents) make too much money, so I won’t qualify for aid.”
  • “Only students with good grades get financial aid.”
  • “The FAFSA is too hard to fill out.”
  • “I’m too old to qualify for financial aid.”

These are all myths about financial aid. The reality is, EVERYONE should fill out the FAFSA! Don’t leave money on the table.

You may need it to apply for state and college financial aid and even private scholarships!

Completing the FAFSA is the first step toward getting financial aid for college, career school, or graduate school. The FAFSA not only gives you access to the $150 billion in grants, loans, and work-study funds that the federal government has available, but many states, schools, and private scholarships require you to submit the FAFSA before they will consider you for any financial aid they offer. That’s why it’s important that every college-bound student complete the FAFSA. You’ll never know what you get unless you apply.

For information and tips on completing the FAFSA, visit StudentAid.gov/fafsa.

Nicole Callahan is a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.

6 Steps to Filling Out the FAFSA

Need to fill out the FAFSA® but don’t know where to start? We’re here to help. You’ve already done the hard part and gathered all of the necessary information, so now it’s time to complete the FAFSA. Let us walk you through it step by step: 

  1. Go to fafsa.gov. One thing you don’t need in order to fill out the FAFSA? Money! Remember, the FAFSA is FREE when you use the official .gov site: fafsa.gov.
  2. Choose which FAFSA you’d like to complete. The new FAFSA that becomes available on January 1, 2015, is the 2015–16 FAFSA. You should complete the 2015-16 FAFSA if you will be attending college between July 1, 2015 and June 30, 2016. Remember, the FAFSA is not a one-time thing. You must complete your FAFSA each school year.

Note: The 2014–15 FAFSA is also available if you will be attending college between July 1, 2014 and June 30, 2015, and you haven’t applied for financial aid yet.

  1. Enter your personal information.* This is information like your name, date of birth, etc. If you have completed the FAFSA in the past, a lot of your personal info will be pre-populated to save you time. Make sure you enter your personal information exactly as it appears on official government documents. (That’s right, no nicknames.)
  2. Enter your financial information.* All of it. You should use income records for the tax year prior to the academic yearfor which you are applying. For example, if you are filling out the 2015–16 FAFSA, you will need to use 2014 tax information. If you or your parent(s) haven’t filed your 2014 taxes yet, you can always estimate the amounts using your 2013 tax return; just make sure to update your FAFSA once you file your 2014 taxes. Once you file your taxes, you may be able to automatically import your tax information into the FAFSA using the IRS Data Retrieval Tool. It makes completing the FAFSA super easy!
  3. Choose up to 10 schools to which you wish to apply, and we will send the necessary information over to them so they can calculate the amount of financial aid you are eligible to receive. Make sure you include any school you plan to attend, even if you’re not sure yet. This will prevent your financial aid from being delayed. If you’re applying to more than 10 schools: http://1.usa.gov/1mHPD1F
  4. Sign the document with your PIN.* The PIN serves as your electronic signature, or e-signature. You’ll use it to electronically sign and submit your FAFSA. If you don’t have a PIN, you’ll need to get one. If you’ve completed the FAFSA in the past, you probably already have a PIN. You can use the same PIN you used in the past to renew your FAFSA each school year, so keep it in a safe place. If you have forgotten your PIN, you can retrieve it. If you’re considered a dependent student, at least one of your parents or your legal guardian will need a PIN as well. If you or one of your siblings have completed the FAFSA within the last 18 months, your parent(s) will use the same PIN they used before. If not, your parent(s) may need to apply for a new PIN.

*If you are considered a dependent student, your parent(s) will also need to do this.

I’m finished. What’s next?

That’s it. You’ve filled it out. We told you it wasn’t so bad. With the hard part over, check out this page to learn what you should do next.

Still have questions?

We’re here to help. Connect with us: StudentAid.gov/social.

Nicole Callahan is a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.

7 Things You Need Before You Fill Out the FAFSA®

If you need financial aid to help you pay for college, it’s important that you complete the Free Application for Federal Student Aid (FAFSA®). The good news? The FAFSA is simpler than ever! Did you know that, on average, it only takes 21minutes complete? That’s less time than it takes to watch an episode of your favorite TV program, so no excuses about not having the time. Record that TV show and watch it later.

The 2015­­–16 FAFSA becomes available on January 1, 2015, at 12 a.m. Central Time. You can fill it out for FREE on the official government site, fafsa.gov. To speed up the FAFSA process, get prepared early. Here is what you’ll need to fill out the FAFSA:

  1. Your Federal Student Aid PIN* — In order to sign your FAFSA electronically, you’ll need a Federal Student Aid PIN. You can help to prevent processing delays by getting a PIN before you begin the FAFSA. Find out how to get a PINand what to do if you forgot your PIN. It only takes a minute.
  2. Your social security number* — If you don’t know it, it can be found on your social security card. If you don’t have access to that, it may be on your birth certificate or permanent resident card. If you don’t have one of those, or don’t know where it is, ask your parent or legal guardian. If you’re a dependent student, you’ll need their help with portions of the FAFSA anyway. If you are not a U.S. citizen, but meet Federal Student Aid’s basic eligibility requirements, you’ll need your Alien Registration Number.
  3. Your driver’s license number — If you don’t have a driver’s license, then don’t worry about this step.
  4. Your tax records* — Use income records for the tax year prior to the academic yearfor which you are applying: so if you are filling out the 2015–16 FAFSA, you will need 2014 tax information. If you haven’t filed your taxes yet, you can always estimate the amounts using your 2013 tax return, just make sure to update your FAFSA once you file your 2014 taxes. Once you file your 2014 taxes, you may be able to automatically import your tax information into the FAFSA using the IRS Data Retrieval Tool.
  5. Records of your untaxed income* — This includes a whole bunch of variables that may or may not apply to you, like child support received, interest income and veterans non-education benefits. Parents can find specific details here. Students can find details here.
  6. Records of all your assets (money)* — This includes savings and checking account balances, as well as investments like stocks and bonds and real estate.
  7. List of the school(s) you are interested in attending — The schools you list on your FAFSA will automatically receive your FAFSA results electronically. They will use your FAFSA information to determine the types and amounts of financial aid you may receive. You can list up to 10 schools on your FAFSA. If you’re applying to more than 10 schools, you can add more later. Be sure to list any school you’re considering, even if you’re not sure yet.

*If you’re a dependent student, you will need this information for your parent(s) as well.

Still have questions?

We’re here to help. Connect with us: StudentAid.gov/social.

Nicole Callahan is a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.

Now is the Time for Safe and Equal Access to Education for All Children All Over the World

On October 9th 2012, Malala Yousafzai was on a school bus returning to her home in Pakistan’s Swat Valley. A masked gunman boarded the bus and asked for her by name. When her classmates could not help but to glance at her, the gunman approached Malala and shot three times, hitting her in the head and neck. She was 15 years old and her only crime was advocating for equal access to education for all children.

On December 8th of this year, UNICEF declared that 2014 was a devastating year for children. Two years after the brutal attack on Malala, as many as 10,000 children have been recruited to fight by armed groups in the Central African Republic. In Syria, there have been more than 35 attacks on schools and 1.7 million children are now refugees. And a mere eight days after the UNICEF report was released, Taliban gunman launched an unimaginable attack on a Pakistani school, killing 132 students.

These are just some of the challenges that world leaders and non-governmental organizations face in their efforts to establish a new set of sustainable development goals. Technical experts and advocates from Save the Children and other groups are engaging in a series of global consultations on post-2015 education indicators. What has emerged is this: the only way to offer children a future free of violence and extreme poverty is to provide every child safe and equitable access to quality education. Simply counting the number of children in schools is not enough.

Of course, violence against children is not limited to countries outside our borders. Speaking to the Congressional Hispanic Caucus Institute in October, Secretary Arne Duncan referenced the impact violence has had on his own experience. He said, “I saw children who happened to come from a very violent community; who happened to all be African-American; who happened to be very poor. Despite many real challenges, many went on to do extraordinary things.”

Duncan also pointed out that students of color in the U.S. are more likely to be assigned inexperienced teachers; that they have less access to advanced classes; and that they are more likely to go to schools with lower-quality facilities, such as temporary structures. These are circumstances we can and must change.

In October, ED’s Office of Civil Rights issued guidance to states, school districts, and schools to help ensure students in the U.S. have equal access to educational resources. Initiatives such as My Brother’s Keeper and Excellent Educators for All are designed to help level the playing field for U.S. students who face an uphill battle in attaining an education. The goal is to ensure that our children – no matter their circumstances – have every opportunity to reach their full potential.

In the wake of the brutal attack in Peshawar and the seemingly never-ending violence against children in our own country, there is a tremendous amount of work left to be done. It’s in our nation’s best interest to prepare all of our children, not just a privileged few, for the challenges of the global economy. With the world’s focus turned to safe and equitable access to quality education, now is the time for us to make good on our promises.

Rebecca Miller is an International Affairs Specialist in the International Affairs Office at the U.S. Department of Education.

Progress Toward Designing a New System of College Ratings

This is the third in a series of posts about the Department’s new college ratings system.

Read the first blog in this series.

Read the second blog in this series.

female indian university student using laptop

In today’s world, college should not be a luxury that only some Americans can afford to enjoy; it is an economic, civic and personal necessity for all Americans. Expanding opportunity for more students to enroll and succeed in college, especially low-income and underrepresented students, is vital to building a strong economy with a thriving middle class and critical to ensuring a strong democracy. That is why President Obama believes the United States must lead the world in college attainment, as our country did a generation ago.

Since the President took office, the Administration has increased Pell Grants by more than $1,000 a year, created the new American Opportunity Tax Credit worth up to $10,000 over four years of college, capped student loan payments to 10 percent of monthly income, and laid out an ambitious agenda to keep college affordable. We have focused on improving college performance, promoting innovation and competition that can lead to breakthroughs on cost and quality, and helping students and families manage their student loan debt after college.

The development of a college ratings system is an important part of the President’s plan to expand college opportunity by recognizing institutions that excel at enrolling students from all backgrounds; focus on maintaining affordability; and succeed at helping all students graduate with a degree or certificate of value. Our aim is to better understand the extent to which colleges and universities are meeting these goals. As part of this process, we hope to use federal administrative data to develop higher quality and nationally comparable measures of graduation rates and employment outcomes that improve on what is currently available.

Over the past year, we’ve had many conversations with a wide range of stakeholders including colleges and universities, students and parents, researchers, statisticians, economists, and advocates. Together, we considered tough questions that needed to be thoughtfully addressed in designing a meaningful system of ratings that meets the aims of: (1) helping colleges and universities measure, benchmark, and improve in fulfilling the principles of access, affordability, and outcomes; (2) helping students and families make informed choices when searching for and selecting a college; and (3) developing a framework that could eventually align the incentives and accountability provisions in the federal student aid program with these key principles.

The Department has now published a framework and questions for public review and comment at www.ed.gov/collegeratings. We’ve also posted a fact sheet that summarizes the basic rating categories, institutional groupings, data, metrics, and tools we are currently weighing in designing the system. This is our next step in designing the college ratings system, and the framework lays out the options and questions we are actively considering.

Our thinking has been informed by insights from stakeholders and experts about how best to use transparency and accountability to achieve our goals using available and attainable data. With this release, we have tried to be clear about pros and cons of alternatives; to explain what data are available and what analyses are underway to inform development of the ratings; and to invite comment on specific issues. Throughout our conversations, we’ve been urged by the field to move forward carefully and to share the evolving approach to the ratings methodology widely. We are therefore seeking public feedback on our proposed approach and potential metrics before analyzing actual data and generating specific institutional ratings.

At the same time, we deeply appreciate that a simple quantitative system will not capture all the benefits and outcomes of postsecondary education. Wide discussion of the college ratings proposal has already helped deepen the national conversation about our shared commitment to college opportunity and other significant measures of postsecondary education success – both tangible, like obtaining a diploma or job, and intangible, like increasing knowledge and skills, civic engagement, workforce resilience, and confidence.

An important part of the continued national conversation must focus on those broad benefits and contributions of higher education in the United States.

A college degree has never mattered more to the success of individual Americans, to our democracy, and to the prosperity of our nation and our economy. But we all – students and families, institutions and researchers, policymakers and elected officials, taxpayers, philanthropies, and states – need new ways to compare the accessibility, affordability, and outcomes of different schools to make good investments and wise decisions for the future.

With this latest release, we feel confident that we are closing in on that goal.

We welcome input from students, institutions and the public about the types of tools and formats that could be part of the system that the Department plans to release by the 2015-2016 school year. Submissions can be provided through this online form or by email to collegefeedback@ed.gov.

Jamienne Studley is Deputy Under Secretary of Education.

2015-2016 Teaching and Principal Ambassador Fellowship Program Applications Now Available!

“The Ambassador Fellows are a critical investment in ensuring that the decisions affecting students are informed and implemented by our nation’s best teachers and leaders. The answers to our most challenging educational problems lie in the voices of the courageous principals and passionate teachers our Fellows bring us every day.”
– Secretary Arne Duncan

Teaching Ambassador Fellows gathered at the Teaching and Learning conference for the announcement of the Teach to Lead initiative earlier this year. (Photo credit: U.S. Department of Education)

Teaching Ambassador Fellows gathered at the Teaching and Learning conference for the announcement of the Teach to Lead initiative earlier this year. (Photo credit: U.S. Department of Education)

Applications for the U.S. Department of Education’s 2015-2016 cohort of Teaching and Principal Ambassador Fellows opened on December 18, 2014 and are scheduled to close on January 20, 2015 at 11:59 pm EST. For more information about the application process, visit our Teaching and Principal Ambassador Fellows program pages or go directly to the applications for the Teaching and Principal Fellowships on USAJobs.gov.

Since 2008, the Department has employed 87 outstanding teachers on a full- or part-time basis through the Teaching Ambassador Fellowship program. Last year, ED piloted a Principal Ambassador Fellowship that brought three highly-talented principals to work for the Department on a full- and part-time basis.

Teaching and Principal Ambassador Fellows are outstanding educators, with a record of leadership in the school community, strong communication skills, and insights on education policy based in their school and classroom expertise. They come with networks of support from their professional communities and have participated in a variety of activities that have prepared them to write and speak frequently about instruction, school culture and climate, educational leadership and policy.

Both of the highly selective programs reflect the belief that teachers and principals should have meaningful opportunities to learn about and shape the policies that impact students and school communities nationwide. As teachers and principals are often the most trusted sources of information about education policy for parents, community members, colleagues, and students themselves, it is imperative to create more ways to link the Department’s programs, policies, and resources directly to the field.

The 2013-2015 Principal Ambassador Fellows and Secretary Duncan. (Photo credit: U.S. Department of Education)

The 2013-2015 Principal Ambassador Fellows and Secretary Duncan. (Photo credit: U.S. Department of Education)

The Ambassador Fellows have directly contributed to hundreds of activities at the Department and captured the voices of thousands of teachers and principals from every state. They were particularly instrumental in the RESPECT project and in inspiring and executing the Department’s current Teach to Lead initiative. They were also critical partners in offering flexibility around tying teacher evaluations to new assessments and addressing a culture of over-testing.

There are two different options for candidates. The Washington Fellowship is a full-time appointment, based at the Department’s Headquarters in Washington. The Classroom Fellowship, on the other hand, enables teachers and principals to participate on a part-time basis, while still allowing them to fulfill their regular school responsibilities.

All Teaching Ambassador Fellows spend one year learning about key federal programs and policies, sharing their expertise with federal staff members, and providing background on federal initiatives to other educators. This helps teachers better understand and implement these efforts at the federal, state and local levels. For the Fellows, the program provides greater knowledge of federal educational policy, strengthens their leadership skills, and gives them the firsthand opportunity to address some of the  challenging issues facing education today.

“Being a Teaching Ambassador Fellow has been the best professional learning of my career,” says Tami Fitzgerald. “I have learned about educational policy, but more than that, I have discovered that my voice can be heard, and our collective voices can make a difference.”  Principal Ambassador Fellow, Rachel Skerritt adds, “The Principal Ambassador Fellowship is intended to be a beneficial resource to the Department, allowing ED to hear valuable input from school leaders. However, the experience has been just as beneficial to my own learning and leadership. I constantly bring back best practices to my own school, having had the privilege of meeting passionate principals nationwide.”

Great teachers and principals—please consider applying and sharing this information with your colleagues! Sign up for updates on the Teaching and Principal application processes, call 1-800-USA-Learn, or email us at TeacherFellowship@ed.gov or PrincipalFellowship@ed.gov with questions.

Gillian Cohen-Boyer is Director of the Principal and Teaching Ambassador Fellowships Programs at the U.S. Department of Education.

Student Voices Session: Shining a Spotlight on Native Youth in Foster Care

Youth from every ethnicity and population group experience challenges. American Indian and Alaska Native youth in the foster care system often also must contend with a disconnection from their tribal communities and cultures.

On Dec. 8th, I attended a Student Voices session at the White House hosted by the Department of Education (ED) and Department of Interior. During this time, I witnessed the Obama Administration turn a corner on an issue that is too often invisible to the general public and politicians – understanding the plight of Native youth in foster care.

Fifteen current and former foster care youth representing American Indian and Alaska Native nations from across the United States sat down with Secretaries Arne Duncan and Sally Jewell/ (Photo credit: Paul Wood/U.S. Department of Education)

Blog author Seanna Pieper-Jordan (far right) joined fourteen other current and former foster care youth representing American Indian and Alaska Native nations from across the United States in a discussion with Secretaries Arne Duncan and Sally Jewell. (Photo credit: Paul Wood/U.S. Department of Education)

Fifteen current and former foster care youth representing American Indian and Alaska Native nations from across the United States sat down with Secretaries Arne Duncan and Sally Jewell at the event to discuss the unique struggles that Native youth face.

They all courageously shared stories of survival before entering foster care and of a heartbreaking desire to remain connected to their tribes when placed in foster homes far from their tribal communities. For me, their stories and my own share a key message — take us away from our homes and our culture, and you take us away from our identity and our drive to achieve.

After the meeting, Secretary Duncan asked how ED could help improve academic achievement and the well-being of Native youth in the foster care system.

With 566 federally recognized tribes—each with its own history, language and customs—no one curriculum plan or program can adequately provide the needed emotional, cultural and academic support for all Native youth. Fortunately, numerous tribes and tribal organizations desire a chance to partner with the government to improve the situation. My hope is that new tribal partnerships – specifically for American Indian and Alaska native foster youth – could make schools a safe and trusted alternative to the turmoil these students often encounter outside the school environment.

For me, school was my only haven, allowing me a few hours each day to forget the abuse and neglect I suffered in my most formative years. But, unfortunately, my educational experience is not the norm. My teachers did not address my behavioral problems, frequent absences from school, and lack of foundational skills, such as phonics, because I was always the brightest student in class. I also had thick skin to the racism I experienced in public school. Being Native Hawaiian, as well as American Indian, enabled me to attend Kamehameha Schools, a K-12 boarding-and-day institution that immerses students in Native Hawaiian culture. Kamehameha became my advocate, protector and family. Eventually, my school counselor became my foster mother.

I know firsthand that educational institutions can be not only a source of academic and emotional support for all students with unfortunate circumstances at home, but also a place of cultural opportunity for American Indian and Alaska Native youth disconnected from their tribal communities. So, I am happy to say that my time at the White House and with Secretaries Duncan and Jewell has shown me that the Administration is searching for new ways to improve the lives of Native foster youth. And, more personally, it showed me that people do care about what happens to the invisible.

Seanna Pieper-Jordan is a former foster care youth of Native Hawaiian and American Indian (Blackfeet) descent. She graduated from Yale University with a Bachelors of Arts degree in Sociology in 2013 and Kamehameha High School with honors in 2008. She currently works as a public policy specialist in Washington, D.C.

Improving Education One Classroom at a Time

Elise Patterson faces challenges in her classroom every day, but there’s nothing else she’d rather be doing than teaching. Patterson is an English teacher who, like so many educators across the country, is tackling challenges and making a difference in her classroom and in her students’ lives.

Now is a time of profound change in education, perhaps the greatest change in decades. Teachers are leading the change, taking on the hard work of implementing higher standards in their own classrooms, and, like Patterson, discovering that they can do what they love with even greater results for their students.

See what it’s like to teach today through Patterson’s eyes in the first installment of a new video series that takes viewers behind the scenes with teachers and other educators who are doing the hard work to lead change, innovation, and improvement in classrooms throughout the country.

Improving Education: The View from Ms. Patterson’s Classroom, shows how a teacher at Eastern Senior High School in Washington, D.C., is helping her students to excel.

“I’m passionate about teaching because I get to interact with so many people in such a meaningful way,” she says. “The reason I decided to make this my career is because I think there’s such a need for good teaching … [and] because I see how much of a change you can make on a day-to-day basis with individual students.”

Her tips include more collaboration with other teachers and between departments, and really challenging students to improve upon their leadership and critical-thinking skills. Her passion has helped her successfully implement higher standards in her classroom. Learn more about Patterson’s story below:

As we continue to highlight extraordinary educators doing remarkable things in classrooms nationwide we want to hear from teachers. Get in touch with us, and help us share your inspiring stories.

To learn more about Patterson and her classroom tips, visit our Partners in Progress page.

Celebrate Diversity During the Holidays

The holiday season can be a great time for families to celebrate diversity!

Parents and caregivers, you can choose to use this time to teach your children about customs that are different from your own and you can help children to understand and embrace other cultures.

Children learn best by seeing, doing, and being a part of a new experience.

Engage a child through reading.

Engage children through reading.

Engage your child by reading to him or her about how other cultures celebrate holidays during this time of year. The Library of Congress is a great resource for stories about Christmas and Hanukkah. You can choose to search online for resources about observances such as and the way that people in different countries mark the arrival of the New Year. You also can find information about celebrations that happen on or around the winter solstice. Once you’ve read together, encourage your child to create something – like a painting, a drawing, a mask or a sculpture – representing some festival or tradition that interests him or her.

You also can head into the kitchen! Try making a special dish that is served during the holidays in a culture other than your own. Plum pudding or candied yams are just two dishes that come to mind.

Encourage your child to join you in the kitchen!

Encourage your child to join you in the kitchen!

Parents and families can use this time to teach children about the importance of volunteering in the community as well. A visit to a senior facility is one way children can learn about other cultures; the importance of community; and the incredible wealth of wisdom, values, and history that the elder members of any neighborhood have to share with the next generation.

Another fun activity could be exploring how other people and countries celebrate and then creating a list of places to visit.

A trip to your local library is always a fantastic way to find new information and fun activities that will allow your child to discover how wonderful other cultures are. Learning about humanity’s diversity and richness gives us all so much more to celebrate – during the holidays and throughout the year!

Carrie Jasper is director of outreach to parents and families at the U.S. Department of Education.

Buffalo Charter Wired and #FutureReady

At the ConnectED to the Future event. (Photo courtesy of Ayinde Rudolph)

At the ConnectED to the Future event. (Photo courtesy of Ayinde Rudolph)

Two years ago when I arrived in Buffalo, we did not have Wi-Fi in our school. The teachers had tablets, but limited access to the web. The only way our students and teachers could access the internet was in our computer labs.

At the ConnectED to the Future event I recently attended in Washington, D.C., President Obama stated, “In a world where we expect free Wi-Fi with our coffee, we should expect the same in our schools.” He is right. Internet access has become essential and is needed by all, and schools provide an ideal setting for our youngest citizens to gain initial access.

In order to address this challenge, we launched a one-to-one initiative, providing high-speed Internet access to all students and giving each of our third through eighth graders a tablet. We felt this was a journey that every staff member should embark upon, and not just a select few. More importantly, we believed that from an education standpoint, this was the right thing to do, knowing that the digital divide further exacerbates the achievement gap.

This is the journey we’re now on in our part of the Buffalo community. Our goal is to create classrooms where students are given daily learning challenges and are skillfully guided by teachers who support them in sifting through available information toward solutions. For us, technology is a powerful lever to facilitate this kind of teaching and learning.

Our road has been incredibly challenging and messy, but delightful. And we’re still in the early stages. As one of my many colleagues pointed out, the key to our students’ success in Buffalo, and really America, lies in our ability to 1) provide them with the tools to facilitate this learning and 2) give teachers the appropriate professional development to execute this vision for learning.

After attending the event, I feel better about our future prospects. I listened to how other districts are being creative in providing afterhours access. Moreover, I now understand that our pledge to create future-ready students places us on level ground with countries like Singapore and Korea.

It is a long road, but it is definitely a fight worth fighting. After listening and learning from various leaders like President Obama, Secretary Duncan, and Richard Martinez, Superintendent of Pomona Unified in California, I realize that this is truly the direction in which education is headed—to ignore it would be detrimental to our students and our country’s prosperity.

Learn more about the #FutureReady Pledge and watch the president’s remarks from the recent ConnectED to the Future event that took place on November 19, 2014 at the White House.

 Ayinde Rudolph is principal of Westminster Community K-8 Charter in Buffalo, N.Y., a Promise Neighborhood school.

What You Missed: Shakira and Secretary Arne Duncan Answer Your Questions on Early Education

This post originally appeared on The White House Blog.

Earlier today, Secretary of Education Arne Duncan and Grammy award-winning artist Shakira took to Twitter to answer your questions about the early childhood education.

Shakira, who is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and a strong advocate for high-quality early education, joined Duncan in highlighting $1 billion in new public and private commitments that were announced as part of today’s White House Summit on Early Education.

At the Summit, President Obama reiterated his call to expand access to high-quality early childhood education to every kid in America, and announced the launch of the Invest In Usinitiatitive. The new initaitive challenges public and private partners, business leaders, philanthropists, advocates, elected officials, and individuals to build a better nation by expanding high-quality early childhood education.

Take a look at the full #ShakiraEdChat Q&A below, or over on Storify, and check out Shakira’s new PSA videos on InvestInUs.org.

Cameron Brenchley is Senior Digital Strategist for the Office of Digital Strategy at the White House.

Helping States Improve and Enhance Early Education for All

High-quality early education shouldn’t just be a privilege for some children—it must be an opportunity for all children in America. We know the foundation of a thriving middle class is access to a strong education for every child beginning in the first few years of life. But right now, the U.S. ranks 28th in the world in preschool access for four-year-old children.

The Obama administration is working to change that.

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U.S. Secretary of Education Arne Duncan and Health and Human Services Secretary Sylvia Burwell announced today that 18 states have been awarded new funding, totaling more than $226 million, under the Preschool Development Grants program.

These grants will reach 33,000 children across the U.S. In the first year of the program alone, more than 18,000 additional children will be served in high-quality preschool. Preschool Development Grants will help the 18 winning states to build or enhance their state early learning infrastructure and expand high-quality preschool programs in high-need communities.

There are two types of grants. Development Grants are for states that serve less than 10 percent of four-year-olds. Expansion Grants are for states that serve 10 percent or more of four-year-olds. Check out our fact sheet (link to pdf here) for more information.

The importance of early learning is clear. Studies prove that children who have rich early learning experiences are better prepared to thrive in kindergarten and beyond.

Today’s White House Summit on Early Education convenes state and local policymakers, mayors, school superintendents, corporate and community leaders, and advocates to highlight collective leadership in support of early education for America’s children.

Leaders at the Summit will share best practices in building public-private partnerships that are expanding early education in communities across the country. Participants will discuss effective strategies and programs that support and bring high-quality early childhood education to scale. Follow this discussion on Twitter with the hashtag #InvestinUS.

And, for more information about the importance of early learning and the steps that the Obama administration is taking to ensure access for all children, check out our Early Learning page.

Dorothy Amatucci is a digital engagement strategist at the U.S. Department of Education.