When the Washington Jesuit Academy (WJA) was founded in 2002, its leaders sought to answer an important question: “What more can we do for our students, our families, and our community to change the face of urban education?” During a recent visit, staff from the Office of Non-Public Education sought to identify lessons that could be shared with other educational leaders who are trying to answer this same question. WJA, a Catholic middle school for boys from low-income neighborhoods in Washington, D.C., has established a model that seeks to defy the city’s opportunity gap and prepare its students for long-term success. The school provides tuition assistance as well as social, nutritional, and health services to nearly 100 students, an enrollment intentionally kept low to ensure students receive focused, individualized attention.
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.
On July 9, 2013, Secretary Arne Duncan addressed participants at the Military Child Education Coalition’s (MCEC) 15th-Annual Training Seminar, “For the Sake of the Child,” in National Harbor, Md. The Secretary expressed appreciation for our service members and their families and acknowledged the personal sacrifices made by military-connected children. Organizations like the MCEC are focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition.
The Secretary noted that military-connected students face unique education challenges as the result of frequent moves and multiple deployments. Of the 1.2 million school-age children of military service members, nearly 80 percent attend public schools. Thus public schools are distinctively positioned to address the needs of these students at a pivotal point in their lives. The Common Core Standards, according the Secretary, can help to ensure that all students, regardless of where they attend schools, will receive a high-quality education. And they can particularly benefit the children of active-duty military members who move three times more often than their civilian counterparts.
My intern experience at the Department of Education was one that I will never forget! I never thought that as a high school senior I would have an opportunity to intern in a Federal Government agency, editing videos, creating stories, doing live video streams, and plenty of other media-related activities that I desire to pursue in my career. During my time here I have met and worked with fabulous people. It has definitely been a learning experience because it gave me a chance to be professional and independent. I actually felt like a full-time employee. I was able to do assignments for the Office of Communications and Outreach (OCO) and the Office of Innovation and Improvement (OII), which was great; I even used my media skills in OCO to produce a video for OII.
My first day as an intern I didn’t know what to expect, but I was eager to write, begin working with the cameras, and meet new people. I didn’t know very much about the Department, but I knew by being there I would learn plenty more. This eagerness brought success and all my wishes for a career internship came true, plus more! Being at the Department of Education well exceeded my expectations.