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.
What’s hope got to do with it? When the “it” is the persistent achievement gaps for African American and Hispanic students, the answer is a lot.
I don’t know if Bill Strickland, a 1996 MacArthur Fellow and visionary arts education entrepreneur, and Richard Carranza, superintendent of the San Francisco public schools, have met (my guess is they have not), but they must be channeling one another.
The two have a lot in common, and at the top of the list is an absolute conviction to the role of the arts in creating the needed learning environment for minority students in high-poverty schools to achieve academically, thrive in and outside of school, and graduate career and college-ready. Coincidentally, Strickland and Carranza keynoted national forums on arts education — for the Arts Education Partnership (AEP) and the White House Initiative on Educational Excellence for Hispanics (WHIEEH), respectively, within the past month. The forums provided a propitious run-up to National Arts in Education Week, Sept. 14-20, so designated by the U.S. Congress in House Resolution 275. Click here for the full agenda of the AEP forum and a link to the video of Bill Strickland’s keynote address.
Students at 8 Points Charter Middle School in Jacksonville, Ill., are prepared to succeed in high school academically, socially, and emotionally. (Photo courtesy of 8 Points Charter Schools)
During the past three years, the Illinois Network of Charter Schools (INCS) has dramatically expanded its work to educate Illinois residents about the charter school model, and to support charter school “design teams”— made up of teachers, former educators, and community organizations, for example — that seek to launch new, high-quality public schools in their respective communities. With support from the Office of Innovation and Improvement, INCS has grown its Charter Starter Consulting program to deliver consistent content and counsel to design teams while maintaining a strong focus on customized services. As a result, INCS has planted the seeds for additional charter schools to thrive, especially outside of Chicago, Illinois’ largest city, and to raise student achievement for increasing numbers of Illinois students.
Vista College Prep founder Julia Meyerson (left) observes a small-group lesson to provide coaching and support for the teacher. Vista Prep is a New Schools For Phoenix pilot school that achieved impressive results in its inaugural year. (Photo courtesy of New Schools For Phoenix)
Phoenix charter school leaders Jenna Leahy and Tacey Clayton believe that something has to change for students in the nation’s sixth-largest city. The majority of the 215 public schools in the Phoenix urban core serve low-income, minority students, and of those schools, only 8 percent received an “A” — the highest academic performance label — in 2014.
After two years of leadership and school development, Jenna and Tacey are poised to help change the life paths of Phoenix students, as CASA Academy opened its doors to 149 students in kindergarten through second grade this August.
CASA and six other schools are part of a new initiative, New Schools For Phoenix, that grew out of a three-year, $1,179,855 National Leadership Activities grant from OII’s Charter Schools Program (CSP) to the Arizona Charter Schools Association in 2010.
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.”
10-year-old art opening speaker Anthony Madorsky signs postcards of his artwork at the Museums: pARTners in Learning art exhibit opening. (Department of Education photo by Tony Hitchcock)
On July 23, the U.S. Department of Education (ED) was proud to host the grand opening of the student art exhibit Museums: pARTners in Learning at its headquarters in Washington. In their second collaboration, ED and the Association of Art Museum Directors (AAMD) worked for more than a year to present the visual artwork and creative writing from the arts education programs at 16 academic museums. Students, family members, teachers, and art museum directors from across the country celebrated the opening of the exhibit of magnificent work by students ages 5–17.
Deputy Under Secretary Jamie Studley welcomed guests to the Department and thanked AAMD for its partnership, adding that “we [at ED] are all about partnerships because we recognize that it is only in working together that we can achieve our goals.” Studley not only emphasized the critical partnership for learning between art and other classroom subjects, such as chemistry, history and math, she also noted the importance of art “as a source of inspiration and a way to practice discipline, build skills, and get better at doing something.”
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.