Alabama A&M University leaders (l. to r.) Provost Daniel Wims; President Andrew Hugine, Jr.; senior-year computer science student Charlevester Wims; and College of Engineering, Technology, and Physical Sciences Dean Chance Glenn join OII’s STEM executive director, Russell Shilling (second from right), following Education Secretary Arne’s Duncan’s visit to NASA’s Space and Rocket Center. (Photo courtesy of Alabama A&M University)
As Education Secretary Duncan’s bus tour departed Huntsville, Ala., on September 9th, I remained to explore the STEM and technology education programs in the area. Huntsville, home to NASA’s Space and Rocket Center, has the advantage of being a small city with huge resources to support education. I wanted to see what they were doing that might be exported to a wide range of schools across the U.S.
After Secretary Duncan’s visit to the Space and Rocket Center and its Space Camp, I was greeted by the president of Alabama A&M University (AAMU), Dr. Andrew Hugine, Jr., along with staff and students. Once on their beautiful campus, Dr. Chance Glenn, dean of the College of Engineering, Technology, and Physical Sciences, discussed the various programs AAMU has developed to help students pursue and excel in STEM fields.
How do in-school arts education programs affect student creativity, academics, or social outcomes? That is the central question for an August 27th webinar by the National Endowment for the Arts that will feature researchers from the Kennedy Center and Johns Hopkins University, who will share their investigation of these topics.
Ivonne Chand O’Neal, director of research and evaluation at The John F. Kennedy Center for the Performing Arts, will share her study on the Changing Education Through the Arts (CETA) program on Washington D.C.-area public school students, their parents, and teachers. The CETA program is supported by an OII Arts in Education National Program grant to the Kennedy Center. Mariale Hardiman, professor at the Johns Hopkins University School of Education and former principal of Roland Park Elementary/Middle School in Baltimore, Maryland, will discuss her work at the intersection of cognitive research and effective teaching strategies.
“We really don’t care if it’s public or private” stated Veronica Tate, director of the Office of Administration and Accountability at the Virginia Department of Education (VDOE). “We want to make sure parents have the right and most up-to-date information to make good choices.”
In April 2014, the Office of Innovation and Improvement’s Office of Non-Public Education (ONPE) facilitated a promising practices webinar in which officials from the VDOE and Virginia Council for Private Education discussed their successful partnership to launch a state-level equitable services working group. The state takes its obligation to provide equitable services seriously, and has taken a deliberate review of the law and associated guidance. “It is up to us,” Tate emphasized, to “ensure that our students, parents and the teachers … are served.” In addition, she indicated that technical assistance provided by the U.S. Department of Education (ED) influenced the state’s efforts to help districts understand their obligation to provide equitable services under applicable federal education programs.
From left to right: Jeremy Anderson, president of the Education Commission of the States; James Applegate, executive director of the Illinois Board of Higher Education; Harry Berman, former executive director of the Illinois Board of Higher Education; Erika Hunt, director of SLP-funded IL-PART grant, Center for the Study of Education Policy; and Christopher Koch, Illinois State Superintendent receiving the 2014 Frank Newman Award for Innovation. (Photo courtesy of the Education Commission of the States)
Since 2005, Illinois has pursued improving the quality of school principals as a top priority to reform K-12 education. A Commission on School Leader Preparation, followed by an Illinois School Leader Task Force, paved the way for groundbreaking state legislation in 2011, requiring alignment with new criteria for principal preparation programs and certification standards.
Behind this progress is a strong collaboration between the Illinois Board of Higher Education, the State Board of Education, and the Center for Study of Education Policy at Illinois State University. On July 1, the Education Commission of the States (ECS) presented the 2014 Frank Newman Award for State Innovations to the three entities for their work. “In improving our schools, there is little that matters more than the quality of our principals,” said ECS President Jeremy Anderson, in a press release. “Illinois’ work exemplifies what can happen when stakeholders collaborate in such a critical area.”
My colleague, Mia Howerton, and I were invited to serve as judges for the National History Day (NHD) competition finals in College Park, Md., on June 17, 2014. History is an area of special interest for us, as we both serve as program officers for the Teaching American History program. Mia also taught social studies at the middle school level for six years in Richmond, Va. It was refreshing to have the opportunity to leave our Washington, D.C. office for a day and interact with students. Being able to see the exemplary projects students have created in pursuit of their quest for historical knowledge and understanding helped us to better appreciate the impact that national education programs can have on individual students.
Students from Whittier Middle School in Sioux Falls, S.D., in the group documentary The Mark of McCarthy. (Photo by Route 1 Multimedia, courtesy of National History Day)
NHD offers middle and high school students the opportunity to create a history project of their choosing based on an annual theme — Rights and Responsibilities in History for 2014. The project categories are exhibit, performance, documentary, paper, and website. All project types can be done by individuals or groups, except for papers, which must be individual. Projects are judged on three evaluation criteria: historical quality (60 percent), relation to the theme (20 percent), and clarity of presentation (20 percent). Prizes are also awarded to projects that focus on particular themes in history, such as the Civil War History prize sponsored by the Civil War Trust, the Outstanding Entry on an International Theme prize sponsored by The History Channel, and the Native American History prize sponsored by the National Park Service.
The 31 graduate students in the Richmond Teacher Residency (RTR) are not your typical teacher candidates, and the Virginia Commonwealth University master of teaching degree program is not your typical graduate program for new teachers. Like other urban school districts, the Richmond Public Schools (RPS) faces unique challenges, not the least of which is providing its 25,000 students with outstanding teachers. For RTR, that means persons with “extensive content knowledge, along with the heart and vision to create a more equitable outcome for all students.”
Among the 31 aspiring teachers in this year’s RTR program, several are Peace Corps veterans, some have come to teaching from other professional careers following college, and others are fresh from their undergraduate degree programs, but often without undergraduate teaching experience. These “nontraditional” teacher candidates experience an intensive, year-long residency in Richmond City Schools’ classrooms, in a teacher-training model adapted from the field of medicine.
Creating a pipeline of extraordinary teachers
The RTR program is part of a national effort — the Urban Teacher Residency United Network — and a grantee of ED’s Teacher Quality Partnerships (TQP) grant program, which supports model teacher preparation programs through reforms by higher education institutions working in collaboration with high-need schools and districts. As it is with the RTR program, TQP places an emphasis on recruiting effective individuals, including minorities and persons from outside the teaching profession.
Secretary of Education Arne Duncan visited San Antonio last month to participate in a town hall discussion on how the President’s Promise Zone initiative is helping the city’s Eastside community create ladders of opportunity to ensure that all children can achieve social mobility. San Antonio is one of five Promise Zones announced earlier this year, and one of three in which Promise Neighborhoods, a program of the Office of Innovation and Improvement, are playing an integral role.
Since 2010, the Eastside Promise Neighborhood has worked to improve educational opportunities for the community’s children, beginning with preschool education. And the efforts are paying off, according to Secretary Duncan, who noted a reduction in chronic absenteeism for 8th graders from 33 percent to 8 percent and an increase in graduation rates at Sam Houston High School from 46 to 84 percent. ”Where a whole community embraces the importance of education,” he noted, “that sets an example for the rest of the nation.”
The National Writing Project (NWP) released the third installment in its Teacher Voices series, Teaching Young Men of Color. The report is a welcome addition to the national conversation about expanding opportunities for minority males, the focus of President Obama’s My Brother’s Keeper initiative.
Resulting from a collaboration of the NWP and the College Board, Teaching Young Men of Color delivers the insights of 12 extraordinary classroom teachers, who reflect on their students’ experiences in the academic world and society at large.
These educators, from diverse geographic and racial backgrounds as well as academic disciplines, offer powerful insights about young men of color that could only be derived from years of successful classroom teaching. The insights fall roughly into two broad themes:
- Gender: Along with factors such as race, language, and socioeconomic status, gender plays a critical role in the teaching and learning process.
- Effective classroom practices: There is an abundance of classroom practices that teachers surveyed for this report identified as effective for minority males. Some are tied to the fundamentals that undergird all good teaching, and others are specific to particular populations.
Students at Metropolitan Business Academy participate in the Student Ambassador Program, which promotes positive character development and a healthy and safe school community. (Photo by Coppola Photography, courtesy of New Haven Public Schools).
As this year marks the 60th anniversary of the Brown v. Board of Education Supreme Court decision outlawing legal racial segregation in public schools, now is a good time to reflect on programs that promote diversity in schools. As a program officer for the Magnet Schools Assistance Program (MSAP), I’m part of a team that manages funding awarded to school districts nationwide to implement magnet programs in their schools. The MSAP has two primary goals: 1) to promote racial/ethnic diversity in schools; and 2) to improve student academic achievement.
Magnet schools offer a unique, rigorous curriculum and theme (e.g., performing arts; global and international studies; Montessori; science, technology, engineering and math), in order to “attract” a diverse set of students to attend. MSAP focuses its funds on schools that use a non-selective lottery system (rather than academic criteria) for admissions, which helps support schools that offer educational choices to a broad array of students.
Last month, when I attended the Magnet Schools of America national conference in Hartford, Conn., I had the opportunity to see some successful magnet schools in action. Connecticut has a unique school choice system that resulted from the 1996 Sheff v. O’Neill case, in which the Connecticut Supreme Court ruled that the racial and socioeconomic isolation of Hartford school children violates the state constitution.
The U.S. Department of Education’s Charter Schools Program (CSP) announced the 2014 Replication and Expansion of High Quality Charter Schools grant competition, with an application deadline of July 21, 2014. The FY 2014 Notice Inviting Applications for New Awards can be found here.
This program assists nonprofit charter management organizations, as well as other not-for-profit entities, in replicating or expanding high-quality charter schools with demonstrated records of success. Applicants must have experience operating more than one high-quality charter school.
The Department plans to award up to $26.5 million for this competition and estimates making between 14 and 19 awards (the Department is not bound by any estimates).
Applications are due by July 21, 2014, at 4:30:00 p.m. (EDT), and must be submitted through www.Grants.gov.