Community Center Provides Critical Lifeline in Baltimore

Secretary Duncan enjoys one of the student's projects.

Secretary Duncan enjoys one of the student’s creations.

Secretary Duncan joined U.S. Chief Technology Officer Megan Smith in Baltimore Monday for a series of events focused on engaging the community. Their visit comes on the heels of recent unrest in the city and focused on ways communities can keep children safe, healthy and involved in continuous learning during the summer.

During their first stop at Liberty Elementary School, they witnessed firsthand how the school’s use of technology has accelerated student learning and praised the school’s commitment to staying connected with the community through the Liberty Rec and Tech Center.

Arne Duncan visits Liberty Elementary in BaltimoreSecretary Arne Duncan visited #Liberty64 Elementary School this week to celebrate the #WeekofMaking.Learn more → http://www.ed.gov/blog/2015/06/community-center-provides-critical-lifeline-in-baltimore/

Posted by U.S. Department of Education on Thursday, June 18, 2015

The center provides exercise activities, GED classes for adults and runs a food pantry for area families struggling to make ends meet. It almost closed in 2012 due to budget cuts, but thanks to the hard-fought efforts of principal Joe Manko and community activists, it is as vibrant as ever and serves as a critical lifeline for the surrounding community.

“This is the best of an American learning community, where everybody’s all in,” said Smith.

Liberty Elementary students show Arne Duncan and U.S. Chief Technology Officer, Megan Smith, their Adobe Voice projects

Liberty Elementary students show Arne Duncan and U.S. Chief Technology Officer, Megan Smith, their Adobe Voice projects

Following their tour, they participated in a roundtable discussion in conjunction with the National Week of Making to discuss the importance of STEM. The National Week of Making, which the White House and community members across the nation are celebrating from June 12 to 18, is focused on STEM and on fostering a culture of invention, innovation and imagination.

Duncan was determined to get back to Baltimore to see how students were doing following his visit last month to nearby Frederick Douglass High School in the wake of Freddie Gray’s death. He came away impressed with how teachers encouraged students to process the events that engulfed the city through talking, drawing and writing about it.

“Our kids’ physical, social and emotional needs have to be met before we can even talk about going to college and making things and being the leaders of tomorrow,” he said. “You have amazing young people here and what you guys are doing to give them a real chance in life is extraordinary.”

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

Colorado District Delivers Civil Rights Change

Each day we have the pleasure and honor to meet and work with extraordinary school leaders who are working hard to deliver on the hopes we, as parents, have for our own children and for all students in schools. We want to share the story of one such leader in Colorado, whose work we are excited to see, and whose success in supporting parental involvement and engendering community support for schools we’d like to see replicated in more school communities around the country.

In Colorado’s Adams County School District 14, Superintendent Patrick Sánchez has accomplished transformative change against very tall odds. In April 2014, our Office for Civil Rights (OCR) resolved a complaint against the district to fix what had become a very hostile environment for Latino students, parents and staff. During our investigation we confirmed, for example, that the district had prohibited students from speaking Spanish at school, even in social settings. Staff reportedly used racially hostile language toward Latino students and denigrated students’ cultural backgrounds.

A Latino staff member also reported to us that a principal justified messy bathrooms because “Mexicans are poor and don’t use toilet paper,” and “there are few restrooms in Mexico.” As a cause of the racially hostile environment, many Latino staff were forced to resign or were removed from their jobs.

This is the environment that Superintendent Sánchez sought to immediately fix when he took the reins in July 2012, after the previous Superintendent’s resignation following the start of our investigation. Since that time, the Adams 14 district has made impressive gains to deliver equal educational opportunity to the district’s 7,000+ students. Superintendent Sánchez publicly apologized to parents, the community and staff for harm that they suffered in the past, and has made great strides in restoring the community’s trust and involvement in the district.

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Bullying Rates Drop

Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators. According to U.S. Secretary of Education Arne Duncan, “As schools become safer, students are better able to thrive academically and socially. The Department, along with our federal partners and others, has been deeply involved in the fight against bullying in our nation’s schools.” This is why we are so pleased to share that, after remaining virtually unchanged for close to a decade, new data indicate that the prevalence of bullying is at a record low.

According to the U.S. Department of Education’s National Center for Education Statistics latest School Crime Supplement (SCS) to the National Crime Victimization Survey, in 2013, the reported prevalence of bullying among students ages 12 to 18 dropped to 22 percent after remaining stubbornly around 28 percent since 2005.

“The report brings welcome news,” U.S. Department of Health and Human Services (HHS) Secretary Sylvia M. Burwell said.  “Parents, teachers, health providers, community members and young people are clearly making a difference by taking action and sending the message that bullying is not acceptable. We will continue to do our part at HHS to help ensure every child has the opportunity to live, learn and grow in a community free of bullying.”

Bullying can occur anywhere and to any student. There are three types of bullying: physical, relational (or social) and verbal. Research shows that students who are bullied are more likely to struggle in school and skip class. They are more likely to abuse drugs and alcohol, be depressed, and are at higher risk of suicide.

Since 2010, the Department of Education along with the Departments of Health and Human Services and Justice, have acted to combat bullying and cyberbullying through work such as StopBullying.gov. However, it is the work of educators, bus drivers, parents, and students, that have taken a stand to put an end to bullying. Your hard work and dedication is making a difference!

To learn about bullying and how to take action to end bullying, please visit StopBullying.gov and join the conversation on the StopBullying.gov Facebook page!

Sarah Sisaye is a Management and Program Analyst in the Office of Elementary and Secondary Education

Supporting and Empowering Male Educators of Color

The Male Educators of Color Symposium convened May 8, 2015 at the U.S. Department of Education (photo by Leslie Williams/U.S. Department of Education)

The Male Educators of Color Symposium convened May 8, 2015 at the U.S. Department of Education (photo by Leslie Williams/U.S. Department of Education)

Male educators of color are seldom recognized for our expertise in the engine that drives this country. But through the Male Educators of Color Symposium, the U.S. Department of Education shined a light on the work of the nation’s most underrepresented educators in preK-12 schools. At this gathering, some 150 plus men of various minority races discussed issues of policy, teacher mentorship, recruitment, cultural competency, and our roles in modern education.

Although collectively we comprise a very small percentage of the teaching force, our skills and dedication to the craft were largely represented at the symposium. Men traveled from as far as Hawaii to engage in the pre-planning of a significant step into changing the face of schools around the continental states.

Repairing the often-disparaging images of minorities was the crux of the conversation. In districts where large numbers of schools have students with teachers who do not look like them or lack cultural competence, we found higher rates of suspensions. We also found that minority male teachers in these schools often feel ostracized, over-worked, or idolized as disciplinarians. We brainstormed how to edify isolated minority male teachers and how to provide effective trainings on cultural awareness. We focused on enhancing cultural awareness and increasing the recruitment of minority male teachers.

Secretary of Education Arne Duncan shared remarks of empowerment and provided goals for moving forward. Said Duncan, “We have to figure out how to move beyond islands of success stories to creating systems where academic success is the norm and young people have the mentors, role models, and support they need to be successful.” He added that the Department of Education accepts the charge to help create solutions. “If we are not creating real, radical change, not incremental change around the margins, then we are part of the problem.”

The Male Educator of Color Symposium pushed some of these margins apart by helping to unify America’s minority male educators. This was a fundamental shift from the typical conversation in our school districts. We responded to a call to action for the elevation of schools and the profession. Attending the Department of Education’s Male Educator of Color Symposium was an inspiring way to end Teacher Appreciation Week.

Gary Hamilton grew up in the Dallas Independent School District, and is now a 5th grade special education teacher at Wheatley Education Campus in Washington, D.C. He has been teaching for 9 years. Gary is an America Achieves Fellow and a Teacher Selection Ambassador for the District of Columbia Public Schools.

Heroic Hearts, Humble Outlooks During Teacher Appreciation Week

Last week, across the country, educators were celebrated during Teacher Appreciation Week. For our own part here at ED, we carried out a number of activities with the sole intention of expressing gratitude for those who’ve chosen this unsung profession. A lucky few of us listened in when Secretary Duncan called classroom teachers across several disciplines and in various parts of the country.

Although my interactions with educators here at ED remind me daily of the intelligence and genuine passion it takes to work as an educator, during our calls, I was struck by a humility that is unmatched in any other profession. In a day and age where tweets, social media posts and news stories are dominated by a celebrity’s dress or public figure’s snarky comment, truly remarkable acts of teachers’ kindness, support, and heroism are just part of what’s lost in the cyberspace of minute-to-minute broadcasts.

This week, that humility was so apparent in a three-word phrase that my Education Department colleagues and I heard time and time again: just a teacher. “I can’t believe you called me, I’m just a teacher.” “I never aspired to be anything other than just a teacher.” I’m not sure what to say, Mr. Secretary, I’m just a teacher.

Each of them, in turn, describing themselves in this way: I’m just a teacher.

From the young Albuquerque teacher who inspires her seniors to a college-attendance rate five times higher than the national average for Native students. To the Baltimore art teacher who wouldn’t allow riots just blocks from her campus to come between her students and their community beautification project on the morning after the worst of the city’s violence. To the true teacher leaders—who’d never think to apply that term to themselves—who decided to leave stable classroom assignments to work in disadvantaged schools with high-needs, struggling students to try and make a difference.

There’s a lesson here, for all of us, but it’s not one to be taught or explained. It’s demonstrated, in all those kind, supportive and heroic actions in classrooms and schools, humbly performed by individuals grateful for the opportunity to have a positive impact on the life of a child.

For teachers, everywhere, actions they do selflessly, every single day—Thank you!

Karen Stratman is the Director for National Public Engagement at the U.S. Department of Education.

Privacy & Transparency: New Resources for Schools and Districts

We all know how important it is for parents to have open lines of communication with their children’s school. Parents want to be champions for their children and to protect their interests and to do this they need information. When it comes to information that is stored digitally, parents often ask questions such as:

  • What information are you collecting about my child?
  • Why do you need that information, and what do you use it for?
  • How do you safeguard my child’s information?

I’m pleased to announce the release of new Privacy Technical Assistance Center (PTAC) guidance regarding transparency best practices for schools and districts. This document provides a number of recommendations for keeping parents and students informed about schools’ and districts’ collection and use of student data.

The recommendations can be divided into three main categories: what information schools and districts ought to communicate to parents; how to convey that information in an understandable way; and how to respond to parent inquiries about student data policies and practices.

Some of the best practices covered in the document include:

  • making information about student data policies and practices easy to find on districts’ and schools’ public webpages
  • publishing a data inventory that details what information schools and districts collect about students, and what they use it for
  • explaining to parents what, if any, personal information is shared with third parties and for what purposes
  • using communication strategies that reduce the complexity of the information, and telling parents where they can get more detailed information if they want it.

The document also encourages schools and districts to be proactive when it comes to communicating about how they use student data.

We’re also pleased to direct you to the new website for our FERPA compliance office, the Family Policy Compliance Office, or FPCO. The new website is more user-friendly and will help school officials, parents, and students find the information they are looking for. It’s still a work in progress and we have many new features that we hope to launch in the coming weeks. We will soon begin posting FPCO’s decision letters from prior complaints and we will be launching an online community of practice for school officials to share information, templates, and lessons learned.

Kathleen M. Styles is Chief Privacy Officer at the U.S. Department of Education.

What I’ve Learned in 50 States

US Photo Collage“The best ideas come from outside Washington, D.C.” I’ve used that phrase in a lot of speeches and conversations during the past five years, and I repeat it because it’s true. Earlier this month in Hawaii, I visited two schools and talked with military families at Joint Base Pearl Harbor Hickam about college and career ready standards. The stop in Hawaii marked my 50th state that I’ve visited since being Secretary, and the visit once again reinforced the importance of listening to what matters most at the local level.

During the past five years, whether my visit was to a conference, a community center, a business, an early childhood center, a university, or one of the more than 340 schools I’ve stopped by, I’ve come away with new insight and knowledge into the challenges local communities face, and the creative ways people are addressing them. I know that in order to do this job well, it’s vital to never stop listening, especially to those in the classroom each day.

Across the country I’ve witnessed courage in action. States and districts are raising standards and expectations for students, and teachers are thinking deeply about their practice and their profession. And thanks to the hard work of parents, community members, educators, and students themselves, the high school graduation rate is now the highest on record.

Many of the states I’ve visited have brought unexpected surprises. At YES College Prep in Houston, the spirit of the student body moved me as it gathered for its annual College Signing Day. In Columbus, N.M., I saw the conviction and dedication of educators as they grapple with providing a quality education to more than 400 students who cross the U.S.-Mexico border each morning. And in Joplin, Mo., I witnessed a community working together to ensure students continued their education after a tornado destroyed the high school and killed many of their family members.

As I travelled the country, I saw places that inspired me, and others that left me angry, or heartbroken. I’ve visited schools where education funding is too low, and the buildings are in need of desperate repair. I’ve been to neighborhoods where poverty and crime present unique challenges to educators and administrators. I’ve listened to students talk openly about not feeling challenged or inspired. And when I met with grieving parents from Newtown, Conn., I once again saw how devastating gun violence can be for our children and communities.

We must continue to invest at every level of our educational system, from preschool to higher ed. We must fight for our children’s right to grow up safe, free of fear, in schools and communities that cherish and nurture them.

After 50 states, and visits in urban centers, remote rural schools and tribal communities, I am more optimistic than ever. I’m optimistic because of the educators I’ve met, because of the parents and community leaders that rally for great education, and because students everywhere demonstrate their deep conviction that working hard and getting a great education will transform their life chances. They come to school every day because they feel safe, they feel engaged, and they feel loved and valued by their teachers.

America’s public schools embody our American values of creativity, industry and ingenuity, and from Hawaii to Maine, I am fortunate to have learned this firsthand.

Check out the interactive map below, which includes visits to all 50 states, the District of Columbia and Puerto Rico. Click here to see a larger version.

Arne Duncan is the U.S. Secretary of Education

El Departamento de Educación publica el Proyecto para la Participación de los Padres y la Comunidad

El cuarto trimestre del año escolar es generalmente un tiempo de preparación en las escuelas y distritos, ya que se planifican los presupuestos, los horarios escolares, y el desarrollo profesional para el próximo año. En este período de preparación, es importante que las escuelas y distritos discutan cómo apoyar a los padres y a la comunidad para que puedan contribuir al éxito estudiantil.

Para ayudar en esta labor, el Departamento de Educación de EE.UU. se enorgullece en presentar su proyecto para que las escuelas y las comunidades puedan promover la participación de los padres y la comunidad. fce-frameworkEn nuestro país, menos del 25 por ciento de los residentes son menores de 18 años[1], y todos tenemos la responsabilidad de ayudar a que las escuelas tengan éxito. El proyecto de Capacidad Dual es un proceso que muestra a las escuelas y al personal de los distritos cómo promover de manera eficaz la participación de los padres en las escuelas para aumentar el rendimiento estudiantil, y también proporciona un modelo que las escuelas y los distritos pueden utilizar para fomentar la participación de la comunidad, y para que las escuelas sean el centro de nuestras comunidades.

En mi ciudad natal de Baltimore hay un buen ejemplo de cómo los elementos del proyecto pueden conducir a mejorar la participación. Las Escuelas Públicas de la Ciudad de Baltimore dio apoyo a 12,000 hogares con niños en kindergarten y preescolar para involucrar a las familias en las prácticas de alfabetización en el hogar. Cada semana los estudiantes recibieron una bolsa con diferentes libros infantiles galardonados. Así, los niños leyeron aproximadamente 100 libros durante el año. Además de la repartición de libros, también se dio información de capacitación a los padres y cómo compartir los libros para promover la alfabetización en la primera infancia y fomentar el amor por el aprendizaje. Con el programa, las familias también se conectan con las bibliotecas públicas y escolares. Al concluir el programa, los niños reciben su propia bolsa para guardar sus libros y continuar la práctica de préstamo de libros y el hábito de la lectura.

Para obtener más información sobre el Proyecto de Capacidad Dual, y un video presentado por el secretario de Educación, Arne Duncan, por favor revise detenidamente nuestro sitio web, http://www.ed.gov/family-and-community-engagement. En los próximos meses, proporcionaremos recursos e información adicional para que las escuelas, distritos, comunidades y padres puedan aprender más sobre cómo participar en la educación, y cómo compartir la maravillosa labor que desarrolla la capacidad de los padres, escuelas y la comunidad en el apoyo a todos los estudiantes.

Jonathan Brice, subsecretario, Oficina de Educación Primaria y Secundaria, Departamento de Educación de EE.UU.


[1] http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=PEP_2012_PEPAGESEX&prodType=table

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

Five New Facts from the Civil Rights Data Collection

Equity – the push to ensure strong educational opportunity for every student – drives everything we do at the U.S. Department of Education, and particularly in the Office for Civil Rights. From preschool enrollment to college attendance and completion, our office’s work is grounded in the belief that all students, regardless of race, gender, disability, or age, need a high-quality education to be successful.

Yet despite the gains we’ve made as a country, too many students are not receiving the education they deserve, and it is our collective duty to change that. Data is crucial to this work and helps us understand the extent of educational inequity throughout the U.S. and make informed decisions for action.

Since 1968, the Civil Rights Data Collection (CRDC), formerly the Elementary and Secondary School Survey, has collected data on key education and civil rights issues in our nation’s public schools. Our office uses this data to focus our equity efforts and monitor the effectiveness of our programs. Earlier today we released new data from the 2011-12 collection, and for the first time since 2000, we collected data from every public school in the nation. This newest collection also includes data on preschool suspensions and expulsions for the first time as well.

Below are five striking new facts from the 2011-12 CRDC collection:

  • Access to preschool is not a reality for much of the country. About 40 percent of public school districts do not offer preschool, and where it is available, it is mostly part-day only. Of the school districts that operate public preschool programs, barely half are available to all students within the district.
  • Suspension of preschool children. Black students represent 18 percent of preschool enrollment but 42 percent of preschool students suspended once, and 48 percent of the preschool students suspended more than once.
  • Access to courses necessary for college is inequitably distributed. Eighty-one percent of Asian-American high school students and 71 percent of white high school students attend high schools where the full range of math and science courses are offered (Algebra I, geometry, Algebra II, calculus, biology, chemistry, physics). However, fewer than half of American Indian and Native-Alaskan high school students have access to the full range of math and science courses in their high schools.  Black students (57 percent), Latino students (67 percent), students with disabilities (63 percent), and English learner students (65 percent) also have diminished access to the full range of courses.
  • Access to college counselors is uneven. Nationwide, one in five high schools lacks a school counselor.
  • Disparities in high school retention.  Twelve percent of black students are retained in grade nine – about double the rate that all students are retained (six percent).  Additionally, students with disabilities served by IDEA and English learners make up 12 percent and five percent of high school enrollment, respectively, but 19 percent and 11 percent of students held back or retained a year, respectively.

Learn more about the CRDC at ocrdata.ed.gov.

Catherine E. Lhamon is assistant secretary for the Office for Civil Rights.

2015 Education Budget: What You Need to Know

President Obama’s 2015 budget request reflects his belief not only that education is a top priority, but that America’s public schools offer the clearest path to the middle class. Investing in education now will make us more competitive in the global economy tomorrow, and will help ensure equity of opportunity for every child.

Budget Proposal GraphicThe administration’s request for about $69 billion in discretionary appropriations represents an increase of nearly 2 percent over the previous year and slightly more than the 2012 discretionary level for education before the sequester.

Three-quarters of that $69 billion goes to financial aid to students in college, special education, and high-poverty schools (Title I). The remaining 23 percent targets specific areas designed to leverage major changes in the educational opportunity and excellence for all students, including expansion of access to high-quality preschool, data-driven instruction based on college- and career-ready standards, making college more affordable, and mitigating the effects of poverty on educational outcomes.

Education priorities for Fiscal Year (FY) 2015:

Increasing Equity and Opportunity for All Students

Despite major progress for America’s students, deep gaps of opportunity and achievement endure. The Obama administration is committed to driving new energy to solving those problems. Nearly every element of the federal education budget aims to ensure equity of opportunity, and a new proposed fund, Race to the Top-Equity and Opportunity would complement existing efforts by further supporting strong state and local efforts to improve equity.

Learn more about Race to the Top-Equity and Opportunity.

Making Quality Preschool Available for All 4-Year-Olds

In one of the boldest efforts to expand educational opportunity in the last 50 years, President Obama has committed to a historic new investment in preschool education that supports universal access to high-quality preschool for all 4-year olds from low- and moderate-income families and creates an incentive for states to serve additional middle-class children.

Learn more about support for early learning.

Strengthening Support for Teachers and School Leaders

All educators should have the resources and support they need to provide effective instruction and to personalize learning to students’ needs. Technology can help teachers do this. Teachers and school leaders must know how to make the best use of technology. The new ConnectEDucators proposal would provide funding to help educators leverage technology and data to provide high-quality college- and career-ready instruction that meets the needs of all students.

Learn more about the new ConnectEDucators proposal.

Improving Affordability, Quality, and Success in Postsecondary Education

Improving college access and completion is an economic necessity and a moral imperative. Few good career options exist for those whose education ends with high school. College has long represented the surest route to the middle class—but the middle class is increasingly being priced out of college. America once ranked first in the college completion rate of its young people; we now rank twelfth. Reclaiming the top spot in college completion is essential for maximizing both individual opportunity and our economic prosperity, which is why the President has made increasing college affordability and improving college completion a major focus of his 2015 budget.

Learn more about improving college affordability.

Making Schools Safer and Creating Positive Learning Environments

The President’s plan to increase school safety and to decrease gun violence includes investments not only to prepare schools for emergencies, but also to create positive school climates and help children recover from the effects of living in communities plagued by persistent violence.

Learn more about the fiscal year 2015 budget request.

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

Engaging Students to Improve Environmental and Outdoor Education

The Urban Waters Federal Partnership, a 13-agency initiative, aims to stimulate local economies, create jobs, improve quality of life, and protect health by revitalizing urban waterways and the communities around them, focusing on under-served urban communities.

Currently, the partnership has 18 locations across the nation. These locations have or will build partnerships among local, state and federal stakeholders – as well as schools. Here is just a sampling of how students are getting in on the Urban Waters action:

Anacostia StudentsAt Bladensburg Waterfront Park in Bladensburg, Md., the U.S. Environmental Protection Agency’s Urban Waters team assists Neval Thomas Elementary school students, parents and teachers as they paddle along the Anacostia River during the Wilderness Inquiry Canoemobile on October 22, 2013.

During the visit, the students had an outdoor education experience learning about canoeing, stormwater pollution and nesting bird species. The Wilderness Inquiry Canoemobile spent the entire week in DC and explored the Anacostia River with approximately 500 of the area’s public school students.

To view upcoming Wilderness Inquiry opportunities and events across the country, view their website: http://www.wildernessinquiry.org/

In the New Orleans region, students and teachers have an opportunity to explore and learn about southeastern Louisiana’s coastal wetlands at the University of New Orleans Shea Penland Coastal Education and Research Facility (CERF).

NOLA studentsThese K-12 grade students engage in hands-on experience in the basic estuarine processes, coastal environmental science, and coastal restoration with a focus on the values of the wetlands and the issues that face them through field trips and workshops. In addition, the students meet and learn from the professionals at Louisiana’s State and Federal agencies and local partner organizations that protect coastal wetlands. For more information on CERF, visit their website at http://pies.uno.edu/education/cerf_coastal_education_and_research_facility_louisiana.htm

Resources are also available to teachers, parents and others, including data on water quality and health aspects of the wetlands through another partner; the Coastal Wetlands, Planning, Protection, and Restoration Act program. View curricula and other activities, including an interactive educational and entertaining CD on Louisiana wetlands here. To learn more about how these partners and CERF engage local public schools and their students, view this YouTube video.

Denver StudentsAlong the South Platte River in Denver, Colo., the Greenway Foundation motivates young public school students to engage the outdoors through environmental education programs. The Greenway River Ranger Internship Program introduces high school students to natural resource careers through environmental education training, hands-on teaching experiences with elementary students, job-readiness workshops and outdoor learning such as water quality sampling at Denver public parks along the South Platte River and its tributaries. The program aims to inspire the next generation of environmental leaders equipped with the knowledge, skills and motivation to become stewards and informed decision makers.

The Greenway Foundation has been connecting tens of thousands of Denver youth and their families to urban waterways through school based field trips, summer camps and community events through its education arm, South Platte River Environmental Education (SPREE). For more information and videos, visit their website.

Through the Urban Waters Federal Partnership and the 18 local partnerships, federal agencies are engaging America’s students in order to improve environmental and outdoor education in urban communities, allowing students to reconnect to our nation’s treasured rivers and lakes.