Welcome to the Office of Innovation and Improvement (OII), headed by Acting Assistant Deputy Secretary Nadya Dabby. OII’s mission is to accelerate the pace at which the U.S. identifies, develops, and scales solutions to education’s most important or persistent challenges. OII makes strategic investments in innovative educational programs and practices, and administers more than 25 discretionary grant programs managed by five program offices: Charter Schools Program, Improvement Programs, Parental Options and Information, Teacher Quality Programs, and the Office of Investing in Innovation. OII also serves as the Department’s liaison and resource to the nonpublic education community through the Office of Non-Public Education.
This home page provides news about OII — its programs, grantees, and initiatives — through articles, blogs, press releases, and links to the Department’s home page.
Click here to see a list and descriptions of OII’s programs and here for key staff.
San Antonio is undergoing a transformation, one that involves reinvestment in its schools and neighborhoods, including Eastside, one of the city’s fastest growing and diverse communities. As part of Eastside’s transformation, San Antonio Mayor Julián Castro unveiled the EastPoint brand earlier this month. Because of the neighborhood’s innovative initiatives in education, housing, and economic development, it was “in need of some major rebranding,” according to a press release. Mayor Castro joined Eastside community leaders to announce the rebranding effort, which affects the neighborhood’s approximately 18,000 residents.
At the heart of the EastPoint revitalization are a Promise Neighborhoods grant from ED’s Office of Innovation and Improvement and a Choice Neighborhood Program grant from the Department of Housing and Urban Development (HUD). For the Eastside Promise Neighborhood (EPN), the emphasis is on leveraging and strengthening the neighborhood’s assets and resources so that children and families are “inspired to stay, grow, graduate … and stay.”
The Music In Our Schools Tour, featuring Danielle Bradbery of The Voice, which starts in Disneyland and ends at Walt Disney World, honors five schools for their excellent music programs. Pictured from left to right: Student Wendy Holloway; student Anthony Rodarte; singer Danielle Bradbery; Mickey Mouse; and student Angelisa Calderon. (Photo courtesy of Disney Performing Arts/Scott Brinegar)
The arts are an important part of a well-rounded education for all students. Arts-rich schools, those with high-quality arts programs and comprehensive course offerings, benefit students in and outside of the art or dance studio, music room, or stage. “All children deserve arts-rich schools,” Secretary Duncan told an audience of arts education advocates in 2012, as he discussed the disappointing results of an ED survey that showed many students lacking adequate access to arts education.
There’s no better time to echo the secretary’s pronouncement than in March, widely known as “Arts in the Schools Month.” Under the leadership of national associations representing teachers of dance, music, theatre, and the visual arts, a variety of activities unfold throughout the month — some that showcase the achievements of students and others that focus on the professional growth of arts educators committed to achieving the goal of arts-rich schools for all students.
An estimated 340,000 beginning teachers, according to the National Center on Education Statistics, will enter America’s public school classrooms this year, a more than 50 percent increase in new teacher hires compared to 1999. Many are teaching in classrooms and schools that serve some of the most disadvantaged students — those with the greatest need for a strong, skilled teacher. These new teachers, who are just beginning to master their craft, are working long hours trying to meet those students’ needs, planning lessons, and managing complex curriculum requirements, often with very little assistance.
Mentor Shalini Patel (right) meets with new Chicago Public Schools teacher Emily Lopez to provide feedback following Patel’s observation in Lopez’s classroom. (Photo by Daniel Shea, courtesy of New Teacher Center)
Even the most promising new teachers are not fully prepared for the challenges of leading today’s classrooms. In too many cases, it’s a sink or swim experience, and students pay the price.
The right kind of support for new teachers is critical
Many district leaders across the country have recognized this issue and are responding by providing new teachers with some form of onboarding. Some districts simply offer a summer orientation, or a “buddy system,” that pairs new teachers with a teacher down the hall who can help them navigate school facilities in the first weeks. But districts implementing more robust models of induction — full systems of intensive support more focused on instructional delivery — say they are seeing more effective teaching and higher teacher-retention rates.
Curious about what the latest psychological research can teach us about creativity, how it’s expressed, and how it can be measured? Join the public webinar on the psychology of creativity, hosted by the National Endowment for the Arts, on Wednesday, February 19, from 3:00 to 4:00 p.m. (EST). James C. Kaufman, Ph.D., internationally recognized author and professor of educational psychology at the Neag School of Education at the University of Connecticut, will share his research and insights on such areas as everyday creativity, creativity assessment, and creativity and mental health.
Ensuring the Arts for Any Given Child (Any Given Child), a program of the John F. Kennedy Center for the Performing Arts, has a stronger future thanks to a $1 million gift from Newman’s Own Foundation. The funds will establish an endowment to help underserved communities participate in the program that presently serves 14 metropolitan areas, according to a Kennedy Center press release.
Any Given Child works in two phases: Initially, the combination of a comprehensive audit of existing arts education resources and a community needs assessment identify resources as well as gaps in local arts education opportunities. They then become the basis of a long-range plan to bring equitable access to arts education for all K-8 students by aligning the existing resources of a school system with those of the community’s arts organizations and the Kennedy Center.
The long-range plan is implemented in phase two and local educators and artists take advantage of a wealth of resources available from the Kennedy Center’s education department, ranging from professional development for teachers and teaching artists to supplemental lessons with online interactive learning modules available at ArtsEdge.
Last March, the What Works Clearinghouse (WWC) of the Institute of Education Sciences (IES) released its review of the portion of a Mathematica study showing that students attending KIPP middle schools scored higher than matched non-KIPP students. The study involved use of a quasi-experimental, matched-student research design, and WWC found that it meets WWC evidence standards with reservations (see definitions below).
In its recently released final report on the KIPP study, the WWC determined that the research described in the lottery-based, randomized-control trial (RCT) portion of the same study meets WWC evidence standards without reservations for the one-year follow-up and meets standards with reservations for the later-year follow-ups because of high sample attrition in those years. In the RCT portion of the study, students who entered the lottery and won were compared with those students who entered the lottery but did not win. While the WWC has conducted reviews of other studies focused on the charter sector, the only charter model that the WWC has reviewed, both in this review and in previous reviews, is the KIPP model.
Specifically, the experimental portion of the study found that students who were offered admission to 13 KIPP middle schools scored significantly higher on mathematics assessments in the first and second years after the lottery as well as in the fall of the third year after the lottery than students who entered the lottery but did not win admission to KIPP charters. For the comparisons of reading assessments between the KIPP and non-KIPP students, however, there were not statistically significant differences in any of the years.
In December, OII said goodbye to Edith Harvey, the director of Improvement Programs (IP), who retired at the end of December after 26 years of service at the Department of Education. Prior to her position within OII, Edith served as program officer in the Office of Migrant Education and as branch chief in the Office of Elementary and Secondary Education, where she was responsible for teacher quality, advanced placement, and equity programs.
Edith Harvey congratulates Arts Education Partnership 2011 Young Artist Award winner Jackie Sanders.
Before coming to ED, Edith held teaching and administration positions at various educational levels, including executive director of a Head Start program serving low-income children throughout Washington, D.C. She also worked as program coordinator for the Lincoln (Neb.) Public Schools and program director for the Nebraska Department of Education, where she developed state policy and trained school superintendents and administrators throughout the state on equal educational opportunity requirements, specifically Title IV, CRA, and Title IX. She also taught elementary and adult basic education for the Missouri Board of Education and has many years of experience working with at-risk, low-income populations and on areas relating to gender and race equity.
The U.S. Department of Education has launched a new online resource, PROGRESS, to highlight state and local innovative ideas, promising practices, lessons learned, and resources informed by the implementation of K-12 education reforms.
These stories will showcase the exciting transformations taking place in classrooms, schools, and systems across the country through the leadership of teachers, school, district and state leaders and their partners.
The Department launched PROGRESS to emphasize the voices and perspectives of educators, students, and administrators to better understand how policy changes are spurring education improvement and to draw out what can be learned from areas of progress occurring at the state and local levels.