What is ESEA?

Cross-posted from the U.S. Department of Education blog, Homeroom

Fifty years ago, President Lyndon B. Johnson signed the Elementary and Secondary Education Act (ESEA) of 1965. The law represented a major new commitment by the federal government to “quality and equality” in educating our young people.

President Johnson, Johnson, seated at a table with his childhood schoolteacher, Kate Deadrich Loney, delivered remarks during the signing ceremony for the Elementary and Secondary Education Act. (Photo credit: White House Photographer Frank Wolfe/LBJ Library & Museum)

President Johnson, seated at a table with his childhood schoolteacher, Kate Deadrich Loney, delivered remarks during the signing ceremony for the Elementary and Secondary Education Act in 1965. (Photo credit: White House Photographer Frank Wolfe/LBJ Library & Museum)

When President Johnson sent the bill to Congress, he urged that the country, “declare a national goal of full educational opportunity.”

The purpose of ESEA was to provide additional resources for vulnerable students. ESEA offered new grants to districts serving low-income students, federal grants for textbooks and library books, created special education centers, and created scholarships for low-income college students. The law also provided federal grants to state educational agencies to improve the quality of elementary and secondary education.

In the 35 years following ESEA, the federal government increased the amount of resources dedicated to education. However, education remains a local issue. The federal government remained committed to ensuring that disadvantaged students had additional resources, however, because as a nation we were falling short of meeting the law’s original goal of full educational opportunity.

No Child Left Behind

In 2001, with strong bipartisan support, Congress passed the No Child Left Behind Act (NCLB) to reauthorize ESEA, and President George W. Bush signed the law in January 2002.

President Bush signed the No Child Left Behind Act into law in 2002. (Photo credit: Paul Morse/White House)

President Bush signed the No Child Left Behind Act into law in 2002. (Photo credit: White House photographer Paul Morse)

NCLB put in place important new measures to expose achievement gaps, and started an important national dialogue on how to close them. By promoting accountability for the achievement of all students, the law has played an important role in protecting the civil rights of at-risk students.

However, while NCLB has played an important role in closing achievement gaps and requiring transparency, it also has significant flaws. It created incentives for states to lower their standards; emphasized punishing failure over rewarding success; focused on absolute scores, rather than recognizing growth and progress; and prescribed a pass-fail, one-size-fits-all series of interventions for schools that miss their state-established goals.

Teachers, parents, school district leaders, and state and federal elected officials from both parties have recognized that NCLB needs to be fixed. Congress was due to reauthorize the law in 2007, but has yet to do so.

Flexibility Under NCLB

In 2012, after six years without reauthorization, and with strong state and local consensus that many of NCLB’s outdated requirements were preventing progress, the Obama Administration began offering flexibility to states from some of the law’s most onerous provisions. To receive flexibility, states demonstrated that they had adopted and had plans to implement college and career-ready standards and assessments, put in place school accountability systems that focused on the lowest-performing schools and schools with the largest achievement gaps, and ensured that districts were implementing teacher and principal evaluation and support systems.

The flexibility required states to continue to be transparent about their achievement gaps, but provided schools and districts greater flexibility in the actions they take to address those gaps.. Today, 43 states, D.C. and Puerto Rico have flexibility from NCLB.

Looking Ahead

President Obama and Secretary Arne Duncan remain committed to reauthorizing ESEA to ensure that all young people are prepared to succeed in college and careers, that historically underserved populations are protected, and that schools, principals, and teachers have the resources they need to succeed.

President Obama poses with students at an elementary school at MacDill Air Force Base in Tampa, Florida." (Official White House Photo by Pete Souza)

President Obama poses with students at an elementary school at MacDill Air Force Base in Tampa, Florida.” (Photo credit: White House photographer Pete Souza)

Some have suggested that the new version of ESEA, which would replace NCLB, should roll back the accountability requirements for states, districts and schools, and allow states to shift funds from lower-income to higher-income districts. With graduation rates at an all-time high and improving for all groups of students, such changes would turn back the clock on the progress our country has made in closing achievement gaps.

In January 2015, Secretary Duncan laid out the Administration’s vision for a new ESEA. The vision includes an ESEA that expands access to high-quality preschool; ensures that parents and teachers have information about how their children are doing every year; gives teachers and principals the resources and support they need; encourages schools and districts to create innovative new solutions to problems; provides for strong and equitable investment in high-poverty schools and districts; and ensures that action will be taken where students need more support to achieve, including in the lowest-performing schools. Learn more about the new vision here.

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A Matter of Equity: Preschool in America

This is cross-posted from the U.S. Department of Education blog, Homeroom

All parents hope their child will start school ready for success. Unfortunately, not every parent can find the high-quality early learning opportunity that sets their child up for success.

Earlier today the U.S. Department of Education released a new report outlining the unmet need for high-quality early learning programs in America. Roughly 6 in 10 four-year-olds are not enrolled in publicly funded preschool programs, and even fewer are enrolled in the highest quality programs.

Unmet Need

While both states and the federal government invest in early learning, these efforts have fallen short of what is needed to ensure that all children can access a high-quality early education that will prepare them for success.

Significant new investments in high-quality early education are necessary to help states, local communities, and parents close the readiness gap that exists between disadvantaged children and their more advantaged peers.

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For Latino children, the unmet need is especially great. While Latinos are the fastest growing and largest minority group in the United States, making up a quarter of 3- and 4-year-olds, Latinos demonstrate the lowest preschool participation rates of any major ethnicity or race.

And while most children who have access to preschool attend moderate-quality programs, African- American children and children from low-income families are the most likely to attend low- quality preschool programs and are the least likely to attend high-quality preschool programs.

Building on Progress

To address the unmet need for high-quality preschool, states and the federal government have invested in initiatives to expand access. These investments provide a strong base upon which we can build voluntary, universal access to high-quality early education that will prepare our nation’s students for success in kindergarten and beyond.

Over the past decade, governors from both political parties have pushed for the creation
and expansion of publicly funded preschool programs. Since 2003, states have increased
their investment in preschool by more than 200 percent.

The federal government has also worked to improve the quality and expand early learning through the Head Start program. Twenty states have also received support through the Early Learning Challenge program, which helped states improve early childhood workforce preparation and training, and strengthened health services and family engagement.

Congress took an important step in 2014 to address inequities in access to high-quality preschool by supporting the Preschool Development Grants program, a 4-year, federal-state partnership to expand the number of children enrolled in high-quality preschool programs in high-need communities. Thirty-five states and Puerto Rico applied, but due — in part — to limited funding, only 18 grants were awarded.

PDG_blog

Preschool Development Grants will not cover every child in the funded states; however, these states will be another step closer to the goal of expanding access to high-quality early learning across the country. Over the 4-year grant period, and with continued funding from Congress, these states are expecting to enroll an additional 177,000 children in high-quality preschool programs, which will help put children on a path to success in school and in life.

Support for Early Learning

Over the last several years, an impressive coalition of education, business, law enforcement, military, child advocacy groups, and faith-based leaders have joined together to support the expansion of high-quality preschool programs. These groups recognize that investing in high-quality preschool means that more students will graduate from high school, go to college or join the armed or public services, and become contributing, productive members of our society with fewer youth and adults entering the justice system.

The evidence supporting early learning is clear. Research shows that children who participate in high-quality preschool programs have better health, social-emotional, and cognitive outcomes than those who do not participate.

Expanding early learning — including high-quality preschool — provides society with a return on investment of $8.60 for every $1 spent. About half of the return on investment originates from increased earnings for children when they grow up.

Moving Forward

This year, as Congress seeks to reauthorize the Elementary and Secondary Education Act (ESEA), our nation is at critical moment. Congress can honor this important legacy and moral imperative – as our nation observes ESEA’s 50th anniversary – by reauthorizing a strong education law. This new law must reflect real equity of opportunity, starting with our youngest children.

By making a significant investment in preschool a key component of ESEA, we can help America live up to its highest ideals, as a place with real equity of opportunity. Congress has a chance to honor and extend the civil rights legacy of our education law by providing all children — no matter where they live or how much money their parents earn — an equal opportunity to begin school ready to succeed.

STEM Programs at the Department of Education: Supporting Teachers and Students

This is crossposted from the U.S. Department of Education blog, Homeroom

This week, the President recognized some of the best and brightest science and engineering students from across the country during the 2015 White House Science Fair. At the Department of Education (the Department), we share the President’s commitment to supporting science education that is student-centered and grounded in real-world settings. We have made great strides in improving and broadening science, technology, engineering, and math (STEM) education for all students by including STEM priorities in dozens of competitive grant programs in recent years. Most recently, the Department announced that the 2015 Ready-to-Learn Television grant competition will, for the first time, include a priority to support the development of television and digital media focused on science.

STEM has also been included as an area of focus in the Race to the Top-District program, which is focused on providing students with a personalized educational experience — meaning where the pace of learning and the instructional approach are tailored to the needs of individual learners. Highlights include: Galt Joint Union Elementary School District in California, which has launched afterschool STEM clubs to provide students the opportunity to explore robotics; and in Springdale Public Schools in Arkansas, students are using spatial technology to map bus routes and have created an interactive online system for the local community.

In addition to targeting resources to support the development and implementation of STEM programs, we have also begun to make steady progress towards the President’s goal to recruit and prepare 100,000 additional STEM teachers by 2020. At last year’s White House Science Fair we announced the inclusion of a STEM priority in the Teacher Quality Partnerships grant competition. This past fall we announced grant awards that support 24 new partnerships between universities and high-need school districts to recruit, train and support more than 11,000 new teachers over the next five years — many in STEM fields. A number of other grant programs focus on providing STEM teachers with the training and resources necessary to teach to rigorous standards in these fields, including: the Investing in Innovation (i3) grant program, the Teacher Incentive Fund, the Math and Science Partnerships program and Teachers for a Competitive Tomorrow.

Ensuring equity within the STEM fields is essential to our overall efforts to transform educational opportunity for our most underserved students in urban and rural communities. To commemorate this year’s 25th anniversary of the White House Initiative on Educational Excellence for Hispanics, U.S. Secretary of Education Arne Duncan announced the launch of the 25th Anniversary Year of Action: Fulfilling America’s Future. Part of this effort focuses on increasing educational outcomes and opportunities for Hispanic students in STEM. One effort already underway is the Hispanic Serving Institutions (HSI) – STEM program which supports HSIs in increasing the number of Hispanic students attaining degrees in STEM to prepare them for success in the 21st century STEM economy.

Because we know that learning happens inside and outside of formal school settings, ED’s 21st Century Community Learning Centers (21st CCLC) program is collaborating with NASA, the National Park Service, and the Institute of Museum and Library Services to bring high-quality STEM content and experiences to students from low – income, high-need schools. We are particularly pleased about these programs’ commitment to Native American students, which will provide about 350 students at 11 sites (across 6 states) out-of-school STEM courses on environmental monitoring and citizen science.

To support more students with opportunities to engage in “hands-on” activities to support STEM learning, we will be conducting a Makeover Challenge. This effort will seek innovative solutions to update Career and Technical Education (CTE) programs that meet the needs of employers in the advanced manufacturing industry. Currently in the planning process, ED hopes to launch a future competition that will prototype state-of-the-art manufacturing facilities by providing technical assistance, professional development, equipment, hardware, and technology to support CTE manufacturing programs.

Advanced manufacturing is not the only place where we are looking into the future. ED’s STEM team recently launched a series of workshops with STEM experts and visionaries — including teachers, researchers, and education experts — to develop a 10-year strategic vision for STEM education and innovation. This vision will inform future policy and research (both public and private). It will also guide us as we work to ensure all children have the opportunity to develop the skills that will ignite a life-long interest in science, technology, engineering, and mathematics.

Stay tuned for more information on the future of our work and to learn more about other innovative STEM programs currently underway at the Department.

Russell Shilling is the executive director of STEM in the Office of Innovation and Improvement.

The Pathway to Success at King/Drew Magnet High School

This is cross-posted from the U.S. Department of Education blog, Homeroom.

King/Drew Magnet High School isn’t just preparing its students for graduation; it’s preparing them for life.

The school may be located in one of the most disadvantaged parts of Los Angeles, California, but its students are reaching for the highest levels in education – and they are succeeding. Students at King/Drew not only gradate in high numbers, fully 90% of those who graduate go on to attend college, including many of the country’s top schools, and they receive millions of dollars in merit-based scholarships and university grants.

“All students should be prepared for college and for careers because they should have all options open to them,” says English Teacher Latosha Guy. Teachers at King/Drew are preparing their students for the future by meeting their full range of needs, from career internships and fairs to after-school health and educational tutoring.

Teachers and students across the country are working together to focus on college and career readiness by setting and reaching higher standards inside and outside of the classroom. Teachers are helping their students succeed by nurturing and building their confidence along the way. As student Symmon-e Scott puts it, “High expectations make me nervous, but I know I can do it if I really put my mind to it.”

In this new video, see how teachers are helping students overcome challenges in the community to succeed at school and in life. Improving Education: A View from King/Drew Magnet High School shows how students truly believe that “there is no other pathway that will bring you success like education.”

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

Look and Listen: 10 Reasons Why We Can’t Afford to Cut Education Funding

(Cross posted from the White House Blog)

As you might have seen, House Republicans released their Fiscal Year 2016 budget this week — and to put it very simply, its priorities are pretty different from those in the President’s budget. The House GOP would cut taxes for millionaires and billionaires, all while slashing investments in the middle class that we know would grow the economy — particularly in job training, manufacturing, and education.

Their budget would cut funding for pre-k through 12 education by $3.1 billion. This includes a $1.2 billion cut for Title I funding — money that could fund 4,500 schools, 17,000 teachers and aides, and 1.9 million students.

Earlier this week, the President met with superintendents and other school officials from all across the country. Each of them brought at least one object — from photos to books to charts — that represented what this vital funding means to their school districts.

Every American should know exactly what disinvestment in Pre-K through 12 education would mean for school districts around the country. Listen to each of these school leaders describe the vital programs in their districts that Title I helps fund.

1. “Acceleration Academies” that provide a month’s worth of learning in one week’s time. Michael O’Neill, Chairperson of the Boston School Committee (Boston, MA)

2. A “Parent Academy” that has helped more than 3,000 parents prepare their kids to apply for college. Barbara Jenkins, Superintendent, Orange County Public Schools (Orange County, FL)

3. “Parent University” college bus tours that make college a reality for more underserved kids. Eric Gordon, Superintendent, Cleveland Metropolitan School District (Cleveland, OH)

4. A “Focus on Freshman” mentorship program that has increased graduation rates by more than 10 percent. Valeria Silva, Superintendent, ISD 625 – St. Paul Public Schools (St. Paul, MN)

5. Extended school days that result in double-digit gains in math and reading scores. Kaya Henderson, D.C. Superintendent of Public Instruction (Washington, D.C.)

6. Professional mentorship programs that connect students with professionals in cutting-edge fields. Juan Cabrera, Superintendent, El Paso Independent School District (El Paso, TX)

7. Smaller classes that provide more direct attention to students in need of support. Richard Carranza, Superintendent, San Francisco Unified School District (San Francisco, CA)

8. College and career-preparation programs that make sure students are ready to succeed. Darienne Driver, Superintendent, Milwaukee Public Schools (Milwaukee, WI)

9. Development classes that have reduced truancy issues among young black students. Jumoke Hinton, Board Member, Oakland Unified School District (Oakland, CA)

10. An after-school robotics team that competes regionally.Airick West, Board Member, Kansas City Public Schools (Kansas City, MO)

At a time when it’s more important than ever to make sure young people have the skills they need to compete in a modern economy, the House Republican budget would bring per-pupil education funding to its lowest levels since 2000.

If you don’t want to see that happen, then make sure as many people as possible know what’s at stake.

Roberto J. Rodriguez is the Deputy Assistant to the President for Education Policy.

 

The Importance of Transforming Adult Learning

This is cross-posted from the U.S. Department of Education blog, Homeroom

Several years ago, Carmen — a single, widowed parent — immigrated from Mexico to California to create a better life for herself and her two-year-old son. When she arrived in the U.S., she spoke very little English. She enrolled in ESL classes at New Haven Adult School and then went on to earn her GED. But Carmen soon realized that she needed to acquire more skills in order to find a job that paid a living wage. While working part-time, maintaining a home and raising her children, Carmen went on to earn her Adult Education Teaching Credential. She eventually completed her Bachelor of Arts degree. Today, Carmen is a computer skills instructor at New Haven Adult School, where she inspires ESL students to achieve their most ambitious education and career goals, just as she did.

Carmen’s story illustrates the importance of supporting low-skilled adults who are working hard to support their families. Last year, approximately 1,300 school districts and 370 partner organizations invested $231 million in federal resources and $614 million in state resources for foundation skills training.

While these investments are critical, unfortunately, they are not enough. The international Survey of Adult Skills showed an alarming 36 million American adults have low literacy skills. Since the survey’s release, ED has been hard at work to create a solution at the federal level. Congress also took action, passing the Workforce Innovation and Opportunity Act (WIOA) in July 2014, refocusing federal workforce development, adult education, and vocational rehabilitation systems to prepare adults for 21st century work. The Vice President’s office coordinated the Ready to Work job-driven training agenda. Most recently, the President announced the Upskill America initiative to enlist employers in this effort.

But there is still more that needs to be done. The Making Skills Everyone’s Business report, released today, emphasizes that addressing the challenge of adult skill development must be a shared responsibility.

Because the negative effects of low skills ripple through society and the economy, improving the education and skills of adult learners can pay substantial dividends for individuals and families, businesses and communities.

This report lays out seven strategies for establishing convenient, effective, high-quality learning opportunities. It challenges those of us in education to work more closely with employers to prepare students for in-demand jobs with advancement potential. It challenges employers to work more closely with educators to ensure effective training programs that lead to meaningful skill development. And it calls for making career pathways available and accessible everywhere, an effort that will be aided by the implementation of WIOA.

Importantly, this report recognizes the persistent gaps among learners of different races and abilities. As a nation, we must face the fact that achievement gaps, fueled by opportunity gaps, do not close on their own. Rather, they continue to fester and grow, contributing to inequality and unfairness, a widening income gap and inter-generational poverty that threaten our economic and civic prosperity. Educators must reach out to community- and faith-based institutions and employers to design new and scale up promising models that provide youth and adults with skill development and job opportunities.

Ted Mitchell is the U.S. Under Secretary of Education and Johan E. Uvin is Acting Assistant Secretary of the Office of Career, Technical, and Adult Education at the U.S. Department of Education.

¡Estudia, Hay Dinero! There’s Money to Study!

This is cross-posted from the U.S. Department of Education blog, Homeroom.

 

First Lady Michelle Obama and Education Secretary Arne Duncan participate in an interview with Don Francisco of UNIVISION at Northwestern High School in Hyattsville, MD, Feb. 12, 2015. (Official White House Photo by Amanda Lucidon)

First Lady Michelle Obama and Education Secretary Arne Duncan participate in an interview with Don Francisco of UNIVISION at Northwestern High School in Hyattsville, MD, Feb. 12, 2015. (Official White House Photo by Amanda Lucidon)

First Lady Michelle Obama and Secretary Arne Duncan sat down recently with Don Francisco, the renowned host of Univision’s longest-running TV show, Sábado Gigante, to discuss the importance of filling out the FAFSA. The message is simple: ¡Estudia, Hay Dinero! or, There’s Money to Study!

Students and parents filled a classroom at Northwestern High School in Hyattsville, Maryland, to hear the First Lady tell her story of achieving her dreams by going to college. The First Lady spoke of her experience as a first-generation college student whose parents offered lots of moral support and encouragement even though they had not gone to college themselves. She told the students, “I’m actually just like you. There’s no magic. It requires hard work”.

After the interview, parents and seniors gathered in the school’s computer lab to complete the FAFSA with the help of school counselors and staff from Federal Student Aid.

When talking to the students about their future goals, many were honest about their experience and even admitted that they messed up at the beginning of high school. They explained that they realized the importance of going to college because it’s key to a better future. One of those students said she wants to pursue a dream of becoming a fashion designer. She understands that in order to have a promising future, she needs to get a degree. With the support of her family and friends, she will graduate this spring and attend community college in the fall.

Both the First Lady and Secretary Duncan understand that parents may be nervous about their kids leaving home or may be apprehensive about completing the form. But they urged all the parents to encourage their kids to reach higher, to complete their educations, and to own their futures.

The Department has simplified the FAFSA, making it easier now for students and families to complete. It’s no secret that going to college is expensive, but like Secretary Duncan said, “It’s the best investment you could make.” In only twenty-five minutes a student and family can have access to the billions of dollars in federal aid the government offers towards education. It costs absolutely nothing to fill out the form, but can be the factor that helps a student achieve his or her dreams.

Remember: There’s money to study! If you or a student you know has not yet filled out the FAFSA, visit www.studentaid.gov to answer your questions and link you to the FAFSA. Congratulations to all of the students making the choice to Reach Higher!

Rahje Branch is the Reach Higher intern in the Office of the First Lady. She is a sophomore studying at Pepperdine University in Malibu, CA.

Let’s Break Down Ethnic And Gender Barriers in STEM Fields

Cross-posted from The Huffington Post

As a Hispanic woman in a male-dominated field, I’ve experienced firsthand how one’s gender and ethnicity can create unjust roadblocks on the path to professional success. As a result, women and Hispanics are both underrepresented in the STEM industry, but I believe we can break through these barriers.

To share a personal example through my experiences and career, I’ve learned that you never know when one opportunity may lead to another. A few years ago, I was named to a Hispanic business publication’s list of Top Five Women and was invited to attend an awards ceremony. While there, I had a conversation that led to me being asked to join the White House Initiative on Educational Excellence for Hispanics. It was one of those times where I paused and thought, “The White House?!?” Of course, I agreed to serve immediately.

It’s been a great experience for me, but you don’t have to serve on a White House panel to make a difference. We can all help inspire change, and to do so, there are key steps we can take with our children and mentees to encourage higher representation of both minorities and women in these critical fields. And they’re easy to remember — just think STEM:

  • Strong encouragement: It comes from parents, grandparents, teachers, friends and the media. A young person’s confidence should be developed and nourished so that they know they can do what they want to do even if it’s in a field where they’re outnumbered. Confidence is key.
  • Time and resources: Give a little bit of your time or financial resources. Collectively, we can support organizations that promote focus and leadership.
  • Exposure to industry leaders: Do this at an early age, and do it repeatedly throughout their education. Many students want to go into professions that help others, and think that they must become a doctor or nurse to fulfill that desire. But engineers have had profound effects on human civilization and the technological advances we all enjoy today. Their work has reached — and helped — billions of people.
  • Model behavior: Role models are important and can have considerable impact on a young person’s choices. If a young girl can see a woman whose profession is STEM-based, they can point to her and say, “If she can do it, so can I.”

If we can all work on these initiatives, young women and minorities will feel more supported and confident engaging in STEM and in their dream careers. Furthermore, the talent they can bring to the field will not only diversify, but help achieve our full potential of discovery and technological innovation.

Alicia Abella is a member of the President’s Advisory Commission on Educational Excellence for Hispanics

Join Shakira and Secretary Duncan for a Twitter Q&A on Early Education

Crossposted from The White House blog

For every dollar we invest in early childhood education, we see a rate of return of $7 or more through a reduced need for spending on other services, such as remedial education, grade repetition, and special education, as well as increased productivity and earnings for these kids as adults.

Early education is one of the best investments our country can make. Participation in high-quality early learning programs—like Head Start, public and private pre-K, and childcare—provide children from all backgrounds with a strong start and a solid foundation for success in school.

Tomorrow, President Obama will host a White House Summit on Early Education, announcing new commitments and building on his call to expand access to high-quality early childhood education to every child in America.

As part of the Summit, Grammy award-winning artist Shakira and Secretary of Education Arne Duncan will be taking to Twitter on Wednesday, December 10, at 10:00 a.m. ET to answer your questions about early education. Shakira is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and has been a strong advocate for high-quality early education.

Here’s how you can get involved:

Learn more about the President’s plan to expand access to high-quality early childhood education, and then join Shakira and Secretary Arne Duncan for a Twitter chat on Wednesday, December 10, at 10:00 a.m. ET.

Hispanic Teacher Profile, Natasha Escobar

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Natasha Escobar

Spanish High School Teacher in Baltimore, MD

Natasha is a dedicated and passionate educator. She currently teaches Spanish at Paul Laurence Dunbar High in Baltimore, MD. Natasha grew up along the U.S.-Mexico border in Brownsville Texas. Although both Natasha and her parents were born and raised in the United States, her family maintained a strong sense of their heritage and culture. Natasha’s Mexican-American upbringing would later help her draw from her own experiences as a foreign language learner. It would help her to connect and reach her students who were not at all familiar with the Spanish language and the diverse cultures that share it as a mother tongue. Natasha attended the University of Texas in Brownsville, Texas and received her B.A. in History. In 2014, she received her Master’s in Educational Studies from Johns Hopkins University. She has served as a grade level team leader, a member of the instructional leadership team, and has sponsored various student clubs. Next, Natasha plans to take students out of the country for the ultimate immersion experience. Aside from teaching, Natasha really loves exploring new cuisines on different continents.

Why do you teach? I teach because that is what I have always done. Ever since I was a little girl, I wanted to be a teacher in some capacity. Initially I wanted to be a kindergarten teacher, and I would even play pretend school with my dolls. Later, I decided I wanted to be a college professor. I attended the university with that intention. One year after I graduated, I began volunteering as a tutor for high school students in DC. I had such an amazing time that I decided to apply to Teach for America and become a teacher.

What do you love about teaching? I love the creativity that is essential to teaching. I also love the spontaneity that comes with teaching. Each day is a new opportunity for both my students and I to learn and grow, both of which are difficult and messy processes. There is nothing like seeing students experience success through trial and error.

When you were a student, was there a great teacher who inspired you? There was a professor in college who not only inspired me, but mentored me as well. I met Dr. Kendall during my first year of college. I remember he asked me to stay after class one day and I was terrified. I thought I was in trouble or did an assignment wrong. It turns out he just wanted to get to know me better. That semester he helped me decide on my major, which also happened to be the subject he taught. He is also the person that suggested I be a college professor. He was the perfect mix of tough and warm – and I will never forget him.