Every day our students are bombarded with conflicting messages related to drug use, and they may be confused and unsure who to ask for accurate information. With seven percent of teens reporting abuse of prescription drugs in the past year and 23 percent of 12th graders reporting using marijuana in the past month, it’s crucial to provide them with the facts.
The National Institute on Drug Abuse (NIDA) is holding the third annual “National Drug Facts Week” from January 27 – February 2, 2014, and educators and schools have the opportunity to help shatter the myths about drug use. There are plenty of ways for you to get engaged, including:
The Department of Education has created numerous resources to assist schools and colleges, as well as parents, in preventing illicit drug use. We are pleased our federal colleagues at NIDA have created such an array resources for students and schools, and that they provide this annual opportunity for students to chat one on one with NIDA researchers, and to better educate themselves on how drugs can impact their lives.
Yesterday I participated in an Education Datapalooza hosted by the White House and U.S. Department of Education. More than 600 people packed into an auditorium to discuss innovation in higher education—and what I heard and saw makes me excited for the future! The gathering was a response to President Obama’s call this past August to improve value and affordability in postsecondary education, in which he outlined an ambitious plan that included a major focus on innovation. As part of his call to action, the President and the First Lady are speaking today about the importance of ensuring that every child, rich or poor, has the opportunity to access a quality college education.
At the Education Datapalooza, we gathered to celebrate innovative products, apps, websites, and other tools to help students get to and through postsecondary education. Many of the tools help students and families navigate the college choice and selection process. Others focus on improving teaching and learning, especially in ways that leverage technology to improve online and classroom-based instruction.
Events like this one are exciting because they bring together so many different people from different backgrounds and experiences. The event featured entrepreneurs and software developers, along with researchers in the fields of college access and learning. It also featured students, who taught college guidance counselors how to use the latest mobile apps so that they could refer other students to them, along with policymakers and representatives of non-profits that represent student voices. Video of the day will be posted soon here: www.ed.gov/datapalooza.
Part of Datapalooza was an innovation showcase, at which more than fifty organizations participated by giving live product demonstrations of their tools to empower students and families to make informed decisions about college—and improve teaching and learning. Among the participants were several teams that began developing their tools only a few weeks prior, as part of the Data Jams hosted by the White House and Department of Education to catalyze innovation. I got a chance to walk through the innovation showcase and meet with the entrepreneurs and student advocates who are developing new tools. The energy and excitement in the room was tremendous.
Many of the tools and apps developed, use open data provided by the Department of Education and other federal sources. In the past, even data that was free to the public was often difficult to find and use. Knowing that it is critical to innovation, President Obama signed an Executive Order last May directing agencies to make government-held data more accessible to the public and to entrepreneurs. Building on the Executive Order, the Department of Education announced a new public data inventory that went live in December.
And yesterday, we announced our intention to issue a Request for Information (RFI) to gather ideas and feedback on potential development of Application Program Interfaces (APIs) with key education data, programs, and frequently used forms—including the Free Application for Federal Student Aid (FAFSA). APIs offer the potential for developers to interact with these federal resources in new ways, including developing apps or services that benefit students and consumers.
While Datapalooza was the culmination of months of hard work by entrepreneurs and college experts, it is also just the beginning of a wider conversation. In the weeks and months ahead, the Administration will continue outreach to the community seeking to catalyze innovation. We value your input, so please send your ideas to Datapalooza@ed.gov. We hope to engage those who participated in Datapalooza and others who are committed to promoting opportunity for American students.
On January 13, NASA and the U.S. Department of Education marked the successful completion of a pilot program designed to engage more students in science, technology, engineering and mathematics, or STEM.
Attendees at the half-day event, held at NASA Headquarters in Washington, included senior officials from both agencies as well as invited guests. The group reviewed the pilot activity and associated evaluation approach, identified best practices, and discussed potential follow-on efforts. The highlight of the event was the presentation of successful student entries from the design competition.
In July 2013, the two agencies signed a Space Act Agreement to launch the collaborative pilot education initiative, which began in the fall. It infused NASA content into the Department of Education’s 21st Century Community Learning Centers. The 21CCLCs provide academic enrichment opportunities during non-school hours or expanded learning time for students and their families, particularly students who attend schools in under-resourced communities.
In support of the pilot initiative, NASA provided online STEM challenges and associated curriculum materials to 21CCLCs in three states: Colorado, Michigan and Virginia. The pilot leveraged resources between NASA and the Department of Education to address the national need for a STEM-educated workforce and to create and evaluate STEM resources for 21CCLC grantees’ future use.
The pilot featured three NASA student design challenges: a simulated parachute drop onto the surface of Mars, a radiation protection system for astronauts and flight hardware, and a recreational activity that astronauts could perform in the microgravity environment aboard the International Space Station.
Student teams worked with mentors to develop their products. They then submitted 3- to 5-minute videos of their design entries for evaluation. A team of NASA education professionals and technical staff reviewed the submissions and selected four submissions to showcase based upon creativity, use of the engineering design process, and student data collection and analysis. The highlight of Monday’s event was the video presentation from each of these teams:
The successful completion of the collaborative activity demonstrated two of the key goals of the federal Committee on STEM Education: increase student engagement in STEM experiences and implement more effective coordination among federal agencies with STEM education investments.
To learn more about the NASA challenges used in this pilot STEM program, visit: y4y.ed.gov/NASA
President Obama announced the first five “Promise Zones,” at the White House yesterday. (Photo by Philadelphia Mayor @Michael_Nutter)
On Thursday, Jan. 9, President Obama announced the first five “Promise Zones,” where local communities and businesses will work together to create jobs, increase economic security, expand educational opportunities, increase access to quality, affordable housing, and improve public safety. Announced in last year’s State of the Union Address, the Promise Zones Initiative is part of the President’s plan to create a better bargain for the middle-class.
The first five Zones — in San Antonio, Los Angeles, Philadelphia, Southeastern Kentucky, and the Choctaw Nation of Oklahoma — have put forward plans for how they will partner with local business and community leaders to make investments that reward hard work and expand opportunity. Click here for a fact sheet on the Promise Zones Initiative and the key strategies of each of the five Zones.
“In a country as great as this one, a child’s zip code should never be what determines his or her opportunity,” said Domestic Policy Council Director Cecilia Muñoz in a White House blog about the new initiative. “The government can’t fix this on its own, but it can be a much better partner in helping local leaders develop policies that improve education, protect the most vulnerable, and encourage the entrepreneurial spirit.”
In three of the Zones, the Department of Education’s Office of Innovation and Improvement’s Promise Neighborhoods will play an important role as one of the added community tools resulting from the Administration’s place-based investments. In Los Angeles, for example, the Promise Neighborhoods initiative will be instrumental in expanding a full-service community schools model from seven schools to all 45 Promise Zone schools by 2019. The other Promise Neighborhoods playing integral roles in the new Zones are in San Antonio and Southeastern Kentucky.
Research shows that the use of suspensions has steadily climbed since the 1970s and that most suspensions today are for minor and non-violent incidents of misbehavior. These misbehaviors could be better addressed through measures that keep kids in school than by turning our kids away from the classroom door. Further, federal data my office, the Department of Education’s Office for Civil Rights (OCR), collected for the 2011-12 school year indicates that students of color disproportionately bear the burden when schools use exclusion as punishment – they are disciplined more harshly and more frequently than other students, resulting in serious, negative educational consequences. For example, black students without disabilities represented 35 percent of students suspended once, 44 percent of those suspended more than once, and 36 percent of students expelled – but only 15 percent of students total in the OCR’s Civil Rights Data Collection. And over 50 percent of students involved in school-related arrests or referred to law enforcement are black or Latino.
Secretary Arne Duncan and Attorney General Eric Holder announced new school climate and discipline guidance today at Frederick Douglass High School in Baltimore.
Standing alone, disparate discipline rates like these do not necessarily indicate that a school or district is violating civil rights laws in every situation. Unfortunately, OCR investigations, which consider statistical data as part of a wide ranging examination of evidence, have revealed patterns of discrimination in certain cases.
Racial discrimination in school discipline is real, and it is a real problem. That’s why today, my office, OCR, in conjunction with the U.S. Department of Justice’s Civil Rights Division, released first-ever federal policy guidance aimed at addressing the problem of racial discriminatory discipline practices in elementary and secondary education. We sent our policy guidance, in the form of a Dear Colleague Letter (DCL), to help schools and districts identify and remedy discriminatory discipline practices. The guidance explains federal non-discrimination requirements under Titles IV and VI of the Civil Rights Act of 1964 and the legal approach the Departments will take when investigating complaints or compliance reviews alleging race or national origin discrimination in a school or district’s discipline practices.
The DCL also provides concrete examples to help schools and districts understand the potential civil rights violations that may arise when disciplining students. Importantly, the DCL provides a number of recommendations that schools and districts can implement to ensure that discipline is fair and effective. These recommendations align with a set of guiding principles the U.S. Department of Education developed and also released today.
I encourage all educators, from the classroom to state education agencies, to take time to review the discipline guidance and other resources released as part of the Department’s overall discipline package. I know that educators across the country are working to provide students with safe school environments where students can receive an excellent education. Teachers and principals make difficult, yet appropriate, decisions involving the use of school discipline each and every school day. And yet, in some of our schools and districts, the unfair and unnecessary use of suspensions and expulsions undermine this essential work. Students must be in school to be successful.
When schools exclude their students as punishment, then students not only miss valuable learning time but also too often lose a sense of belonging and engagement at school. This lesson in civic disengagement becomes further compounded when we send our students the message that they are being singled out or treated differently because of their race, ethnicity, or national origin.Exclusionary discipline practices place students at risk for experiencing a number of correlated educational, economic, and social problems, including school avoidance, increased likelihood of dropping out, and involvement with the juvenile justice system.
President Obama has challenged us to once again lead the world in college graduation rates.We cannot possibly hope to meet this challenge of preparing all students for college and career if we continually sideline some students with suspensions and expulsions rather than employing methods proven to work to teach kids responsibility for their actions and their learning, commitment to their peers in the educational process, and the value of school engagement. Let’s work together to support schools, to remove barriers to educational opportunity, and to ensure students’ safe passage through the critical and formative stages of their educational experience.
The end of the American Civil War held the promise of a new life for millions of the country’s citizens. President Abraham Lincoln called it “a new birth of freedom.” Unfortunately, 150 years after the end of that devastating war, we continue to struggle with human slavery in the form of human trafficking.
Human trafficking is the control and exploitation of others for the purpose of compelled labor and/or commercial sex acts. It is considered one of the fastest growing criminal industries in the world, with traffickers generating billions of dollars in profits each year by victimizing millions of people. Contrary to popular belief, this is not just a problem in other countries. Human trafficking is a reality in communities across America and, increasingly, we are seeing that schools are targets for recruitment. Sadly, our most vulnerable students are at the highest risk for victimization.
We, as educators, play a unique role in the lives of our students and can learn the signs and indicators of trafficking to join in the fight against this form of modern-day slavery. It is imperative that we learn to identify the signs of trafficking and what steps to take when an incidence is suspected. For more information on the indicators that school staff and administrators should be aware of, and how to report potential incidents, please check out the Department of Education Office of Safe and Healthy Student’s Fact Sheet on Domestic Human Trafficking.
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 we provide over $150 billion in financial aid each year, the federal student aid programs are based on the assumption that it is primarily your and your child’s responsibility to pay for college. If your child was born after January 1, 1991 then most likely he or she is considered a dependent student and you’ll need to include your information on the Free Application for Federal Student Aid (FAFSASM).
Who’s considered a parent when completing the FAFSA?
If you need to report parent information, here are some guidelines to help you:
If your legal parents (your biological and/or adoptive parents) are married to each other, answer the questions about both of them, regardless of whether your parents are of the same or opposite sex.
If your legal parents are not married to each other and live together, answer the questions about both of them, regardless of whether your parents are of the same or opposite sex.
If your parent is widowed or was never married, answer the questions about that parent.
When completing your child’s FAFSA, you should include parents, any dependent student(s) and any other child who lives at home and receives more than half of their support from you in the household size. 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 I need to wait until I file my income taxes?
In some states there are deadlines for additional monies so you’ll want to complete the FAFSA as soon as possible after January 1st. You do not need to wait until you file your federal tax return. If you haven’t done your taxes by the time you complete 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.
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!
FloridaLearns STEM Scholars program is giving students opportunities to work with peers to solve problems in a variety of technical fields under the guidance of professional scientists and engineers. Photo credit: FloridaLearns STEM Scholars
Phidell Lewis, a senior at a high school in a thinly populated area of the Florida Panhandle, had two big adventures this past summer.
He spent four days with top scientists as part of a group analyzing nanomaterials, and he attended a forum of engineers representing various industries, where he learned about STEM career paths. Both opportunities came about because Phidell is one of hundreds of students from rural communities in Florida who are STEM Scholars—part of a new State initiative to expose students to opportunities in STEM (science, technology, engineering and mathematics) through its Race to the Top grant.
“The STEM program allows our students to make better sense of what they’re learning on a day-to-day basis, and it helps them become better-prepared employees for our local industries,” said Ralph Yoder, superintendent of Calhoun County.
In other efforts to boost the skills of Florida’s labor force, the State is investing in training college graduates in STEM fields to become teachers, and encourages them to share that knowledge by becoming an educator.
“Funds from Florida’s Race to the Top award have expedited efforts already underway to better prepare students for college and careers,” said Brenda Crouch, Program Manager for the FloridaLearns STEM Scholars Program.” It is a win for Florida’s economic future.
Students chosen to participate in the program are paired with mentors and receive intensive hands-on experiences with STEM professionals, rigorous courses during the school year, and opportunities to collaborate with other advanced students. Pam Stewart, Florida’s Commissioner of Education, said that the State had seen a 49 percent enrollment increase in accelerated STEM courses and STEM career academies since 2009. In some rural counties, students received industry certifications for the first time in 2013. More than 1,000 high school students have participated in the STEM Scholars program since 2012. Roderick Robinson, who mentors students in the program in Franklin County, said watching his students’ interest in STEM grow has been a “phenomenal experience.” Prior to the STEM program, many of his students were unfamiliar with STEM careers. After participating in the program, however, Robinson estimates that 95 percent of his students are now interested in STEM majors.
I hear all kinds of reasons: “The FAFSA is too hard,” “It takes to long to complete,” I never qualify anyway, so why does it matter.” It does matter. By not completing the FAFSA you are missing out on the opportunity to qualify for what could be thousands of dollars to help you pay for college. The FAFSA takes most people 23 minutes to complete, and there is help provided throughout the application. Oh, and contrary to popular belief, there is no income cut-off when it comes to federal student aid
2. Not Being Prepared
The online FAFSA has gotten a lot easier over the last few years. We’ve added skip logic, so you only see questions that are applicable to you. There is also an option to import your tax information from the IRS directly into the FAFSA application. But, the key to making the FAFSA simple is being prepared. You’ll save yourself a lot of time by gathering everything you need to complete the FAFSA before you start the application
3. Not Reading Carefully
You’re on winter break and probably enjoying a vacation from reading for a couple weeks. I get it. But when it comes to completing the FAFSA, you want to read each question carefully. Too many students see delays in their financial aid for simple mistakes that could have been easily avoided.
Don’t rush through these questions:
Your Number of Family Members (Household size): The FAFSA has a specific definition of how you or your parents’ household size should be determined. Read the instructions carefully. Many students incorrectly report this number.
Amount of Your Income Tax: Income tax is not the same as income. It is the amount of tax that you (and if married, your spouse) paid on your income earned from work. Your income tax amount should not be the same as your adjusted gross income (AGI). Where you find the amount of your income tax depends on which IRS form you filed.
Legal Guardianship: One question on the FAFSA asks: “As determined by a court in your state of legal residence, are you or were you in legal guardianship?” Many students incorrectly answer “yes” here. For this question, the definition of legal guardianship does not include your parents, even if they were appointed by a court to be your guardian. You are also not considered a legal guardian of yourself.
4. Inputting Incorrect Information
The FAFSA is an official government form. You must enter your information as it appears on official government documents like your birth certificate and social security card. Examples:
Entering the Wrong Name (Yes, I’m serious): You wouldn’t believe how many people have issues with their FAFSA because they entered an incorrect name on the application. It doesn’t matter if you’re Madonna, or Drake, or whatever Snoop Lion is calling himself these days. You must enter your full name as it appears on official government documents. No nicknames.
Entering the Wrong Social Security Number (SSN): When we process FAFSAs, we cross check your social security number with the Social Security Administration. To avoid delays in processing your application, triple check that you have entered the correct SSN. If you meet our basic eligibility criteria, but you or your parents don’t have a SSN, follow these instructions.
5. Not Reporting Parent Information
Even if you fully support yourself, pay your own bills, file your own taxes, you may still be considered a dependent student for federal student aid purposes, and therefore, you’ll need to provide your parent(s) information on your FAFSA. Dependency guidelines for the FAFSA are determined by Congress and are different from those of the IRS. Find out whether or not you need to provide parent information by answering these questions.
6. Not Using the IRS Data Retrieval Tool
For many, the most difficult part about filling out the FAFSA is entering in the financial information. But now, thanks to a partnership with the IRS, students and parents who are eligible can automatically transfer the necessary tax info into the FAFSA using the IRS Data Retrieval Tool. This year, the tool will launch on February 2, 2014. In most cases, your information will be available from the IRS two weeks after you file. It’s also one of the best ways to prevent errors on your FAFSA and avoid any processing delays.
Note: If you used income estimates to file your FAFSA early, you can use the IRS Data Retrieval Tool to update your FAFSA two weeks after you file your 2013 taxes.
7. Not Signing the FAFSA
So many students answer every single question that is asked, but fail to actually sign the FAFSA with their PIN and submit it. This happens for many reasons, maybe they forgot their PIN, or their parent isn’t with them to sign with the parent PIN, so the FAFSA is left unsubmitted. Don’t let this happen to you. If you don’t have or don’t know your PIN, apply for one. If you would like confirmation that your FAFSA has been submitted, you can check your status immediately after you submit your FAFSA online.
Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.
The voice of students has never been more critical to education than it is today. We know that our young people’s capacity to influence society cannot be underestimated, which is why Secretary of Education Arne Duncan and his team are dedicated to listening to students’ ideas and concerns. We know that youth are concerned about the quality of their education, getting in and paying for college, and finding a good-paying job.
Secretary Arne Duncan regularly meets with students during school and classroom visits, but also in discussions at the Department of Education headquarters in Washington.
Last year, President Obama directed the Department of Education to develop a ratings system to identify colleges that provide a good value and to increase college affordability information available to students. Over the past several months we have been getting feedback from across the country, but it’s important that we get this right.
On January 13, 2014, Secretary Duncan will be moderating a special one-hour #stuvoice Twitter chat to get feedback from students on how we can keep college affordable and how the Administration’s college rating system can be useful for students and families.
What: #StuVoice Twitter Chat with Secretary of Education Arne Duncan
I’m currently a junior in college, which means the 2014-15 Free Application for Federal Student Aid (FAFSASM) will be the last time I complete the FAFSA. However, my sister is going to be starting college in the fall and will be filling out the FAFSA for the first time. Luckily for her, she’ll have me to help her along the way.
Looking back to the first time I completed the FAFSA, I remember some misconceptions that I had about filling it out —and some of my friends had the same ones. Turns out these myths weren’t true. The FAFSA really is an easy-to-complete, online application that will help you plan for and finance your education.
I wanted to share some of these common myths about the FAFSA and applying for financial aid with you. You can also check out Federal Student Aid’s video that addresses these common myths!
I won’t qualify for financial aid because my parents (or I) make too much money. Actually, there isn’t an income cutoff to qualify for financial aid. Your eligibility for financial aid is based on a number of factors and not just your or your parents’ income. Plus, many states and schools use your FAFSA data to determine your eligibility for their aid. Fill out the application and find out what you can get!
I don’t have good grades, so I won’t be eligible for financial aid. Completing the FAFSA isn’t the same as applying to college. Most federal student aid programs don’t take your grades into consideration when you apply. Just remember, once you’re in college, you do need to maintain satisfactory academic progress in order to continue receiving federal aid.
I’m too old to qualify for financial aid. Federal student aid programs don’t take your age into consideration.
The application is too hard to fill out! Since it’s available online, the FAFSA is easier than ever to complete. The form uses “skip logic,” so you are only asked the questions that are relevant to you. If you’ve filed your taxes, then you can transfer your tax return data into your FAFSA automatically. And as you go through the application, there will be guided assistance in the margins to help you answer each question. Plus, the FAFSA website has a Help page that addresses most frequently asked questions.
I have to wait until I (my parents) file taxes. Since some colleges have FAFSA deadlines that are before the tax filing deadline, it’s important to complete the FAFSA early. You can use estimates on your FAFSA by basing them off of last year’s taxes. After you file your taxes, you can log back into the FAFSA and input your updated tax information.
I support myself, so I don’t have to include parent info. 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 don’t need to include your parents’ information on your FAFSA. If you are dependent, you need to provide your parents’ information.
I completed the FAFSA my freshman year, so I don’t have to complete it again. As I said, this will be my fourth time completing the FAFSA. You should complete the FAFSA each year you plan to attend college or career school.
What are you waiting for? Start your application now at www.fafsa.gov!
Mark Valdez is a student at Brown University and an intern with the Department of Education’s office of Federal Student Aid.
Secretary Arne Duncan received a daily weather forecast from students during his visit to Bret Tarver Education Complex in Phoenix.
I visit a lot of schools each year, and it is probably the greatest highlight of my job. Getting out of Washington and into classrooms provides me with the opportunity to talk with students, teachers, parents, and college leaders on what is working and what we still need to accomplish. Their voices are the driving force behind improving education in our country.
In 2013, I visited my 49th state as Secretary of Education, and with each classroom and school visit I walk away with meaningful and memorable lessons. As 2014 gets underway, now is a good time to reflect on 2013, and particularly on five schools that left a lasting impression.
Columbus Elementary, Columbus, N.M.
Secretary Duncan speaks with a Columbus Elementary School student on a bus ride to the U.S.-Mexico border.
Columbus Elementary, situated just a few miles from the Mexico border is unlike any school I have visited before. Of the approximately 700 students, from Pre-K to 5th Grade, roughly 400 students wake up before the sun rises to cross the border for school each day. All the students are U.S. citizens and during the afternoon bus ride back to the border, listening to their stories inspired me.
The experience shed new light on educational challenges and youthful grit—not to mention a need to fix our broken immigration system that affects even our youngest learners. Read more about my visit to Columbus during our annual back-to-school bus tour.
Macomb Community College, Warren, Mich.
Community colleges have never been more important. They are the cornerstones that will help us build the best-educated, most competitive workforces in the world. Macomb Community College in Warren, Mich., is a shining example of a community college that is providing students with an affordable high-quality education that meets the needs of local employers.
After years of struggling, Northwest Middle School is now ranked number one in its district and is making exciting progress with the help of a School Improvement Grant (SIG) from the Department of Education.
During my recent visit I received candid feedback fromthe students, parents, and teachers about the challenges the school has overcome and the work that lies ahead. Like all turnaround successes, I am hopeful members of this school community will continue to share their successes with school leaders across the country. Read more about my December visit to Northwest.
Ecole St. Jean de Dieu,Port-au-Prince, Haiti
Secretary Duncan speaks with community members outside of Ecole St. Jean de Dieu in Haiti.
The first school we visited during a recent trip to Haiti was Ecole St. Jean de Dieu. The school is part of the Haitian Minister of Education’s initiative to promote access for vulnerable school-aged children who are outside of the education system. Most of the students at this school are homeless and live on the streets during the day but attend classes in the afternoons.
Set in one of the country’s poorest neighborhoods, the school’s bare walls and dusty classrooms were filled with bright-eyed students and commanding teachers. The students that attended this school, many lost parents or guardians in the earthquake and are trying to get a basic education to hopefully live a productive life on their own. I was inspired to see their commitment to receiving an education and working towards a better life. Read more about my trip to Haiti.
Bret Tarver Early Education Complex, Phoenix, Ariz.
The Bret Tarver Education Complex in Phoenix was a vivid reminder of not just the importance of high-quality pre-k but the need to expand it. The staff at this preschool facility is doing a tremendous job of serving over 300 kids in the community, yet another 200+ remain on a waitlist.
It is encouraging to see Arizona make such a crucial investment in our children, but more than a few lucky children deserve a high-quality pre-k experience like the one offered at Bret Tarver. If we plan to meet the long-term educational challenges, we must place greater emphasis on what happens to children during their most formative years from birth to the early grades, and make high-quality early learning available to all students. Read more about my September visit to Bret Tarver.