In Case You Missed It: CTE and STEM Conference on Marginalized Girls

Cross-posted from the White House Blog | The recorded webcast may be viewed here.

President Obama believes in the innate curiosity of every child, and our responsibility to ensure that every young woman and girl has the opportunity to achieve her dreams, regardless of what zip code she is born in.

This week, as part of the President’s commitment to equal opportunity for all students, the White House Domestic Policy Council and the Council on Women and Girls, the Department of Education, and the Georgetown University Law Center on Poverty and Inequality highlighted programs that focus on developing the talent of girls of color and low-income girls in science, technology, engineering, and math (STEM) and career technical education (CTE) careers. We heard from the educators, innovators, researchers, scientists, and marginalized girls themselves who are dedicated to increasing the participation of low-income girls and girls of color in post-secondary education and in-demand careers within high-growth industry sectors.  

According to a recent National Science Foundation study, today, more women graduate from college and participate in graduate programs than men. As the White House Council on Women and Girls noted in our November 2014 report, Women and Girls of Color: Addressing Challenges and Expanding Opportunity, since 2009, both fourth- and eighth-grade math scores on the National Assessment of Educational Progress, the largest nationwide assessment, have improved for all girls of color, and since 2009 the high school dropout rate has fallen by 16 percent for black girls and 30 percent for Hispanic girls.

From 2009 to 2012, the graduation rate at four-year colleges and universities increased by 0.9 percentage points for black women, 3.1 percentage points for Hispanic women, 2.7 percentage points for American Indian/Alaska Native women, and 2.1 percentage points for Asian American and Pacific Islander (AAPI) women. Despite this progress, barriers still exist for girls and women in STEM and CTE fields. In 2010, just 10.6 percent of bachelor’s degrees, 7.9 percent of master’s degrees, and 3.9 percent of doctorate degrees in science and engineering were awarded to women of color, and fewer than 1 in 10 employed engineers were women of color.

Many of these girls and young women continue to demonstrate an interest in STEM/CTE education, and we know that they bring new ideas, perspectives, and a passion for innovation and discovery. However, a dearth of resources effectively focused on marginalized girls, inaccurate stereotypes and implicit bias, and a lack of research informing evidence-based programs have combined to discourage many from pursuing and advancing in STEM and CTE careers. We simply cannot afford to allow these unfair and unnecessary barriers to prevent our nation from benefitting from the talents of the best and brightest Americans without regard to race, ethnicity, income, or gender.

We are proud to announce that the Administration is working with non-profit partners to expand access to STEM and CTE for marginalized girls, including low-income and girls of color:

  • Expanding Access to STEM and CTE Programs that Work: With funding support from the National Science Foundation (NSF), the National Girls Collaborative Project, in coordination with non-profits like COMPUGIRLS and educators from around the country, will create a new STEM/CTE portal that will centralize resources on expanding marginalized girls’ access to STEM and CTE, including curriculum, research, and promising practices. The new project will also implement educator professional development at the local level.
  • Guidance to Ensure All Students Have Access to CTE and Non-Traditional Careers: The Department of Education is developing policy guidance designed to ensure that all students have equal access to CTE programs. The guidance to high schools, community colleges, and other CTE providers will underscore that gender bias has no place in American schools and that Title IX prohibits schools from relying on sex stereotypes in directing students towards certain fields. The guidance will also help state education agencies as they think about ways to improve women’s representation in non-traditional fields as part of their Perkins Act obligations.
  • Building Public-Private Partnerships and Strong Mentoring Programs: The Departments of Energy and Education will announce the expansion of a mentoring program that connects federal government employees who are STEM professionals with teachers and middle school students to share their passion, including some of the most marginalized students. This program will expand to additional cities around the country, with a focus on students living in public housing.

To learn more about what the Administration is doing now to expand opportunity for all with respect to STEM and CTE careers, please visit the Office of Science and Technology Policy and previous White House blogs on the topic.

Valerie Jarrett is Senior Advisor to the President and Chair of the White House Council on Women and Girls.

It’s FAFSA Time – Be Sure to Submit Yours

Don’t leave $150 billion on the table! On January 1, the 2015-16 FAFSA (Free Application for Federal Student Aid) became available, and if you’re a student who will be going to college, a parent of a college-bound student, or a counselor, you should know that filling out the FAFSA is key to getting access to $150 billion in grants, loans, and work-study funds. 

See these helpful tools compiled by the Department in a series of Mythbusters about the FAFSA.

Call for Ideas to Help Shape Federal Immigrant and Refugee Integration Strategy

Contribute to this Call for Ideas from the White House Task Force on New Americans!  The goal of the Task Force is to develop a federal immigrant integration strategy that allows new Americans to contribute to society to their fullest potential and bring new Americans together with their receiving communities to strengthen communities.

OCTAE’s programs are often the first educational stop for many immigrant and refugee families. Our practitioners can inform the Task Force with real-life stories and examples of specific actions and supports that could help immigrants and refugees integrate into their communities and for their communities to welcome them. The Task Force needs to hear from you.

In a White House blog post, the Task Force posted this Call for Ideas to help shape the focus of the federal immigration and refugee integration strategy and created a specific email account, NewAmericans@who.eop.gov, for gathering stakeholder ideas.  Please send your ideas, big or small, to this email by February 9, 2015

 

Serving English Language Learners

OCTAE is proud that our CTE, adult education, and community college programs serve many English language learners and help them achieve academic, career, and community integration success. We also recognize the important role that improving English proficiency plays in immigrant and refugee families, contributing to the academic and career success of two or more generations. We encourage all of our providers to make use of these new tools and guidance.

The U.S. Departments of Education and Justice released joint guidance reminding states, school districts, and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential.

In addition to the guidance, the Departments also released additional tools and resources to help schools in serving English learner students and parents with limited English proficiency:

*   A fact sheet in English and in other languages about schools’ obligations under federal law to ensure that English learner students can participate meaningfully and equally in school.

*   A fact sheet in English and in other languages about schools’ obligations under federal law to communicate information to limited English proficient parents in a language they can understand.

*   A toolkit to help school districts identify English learner students, prepared by the Education Department’s Office of English Language Acquisition. This is the first chapter in a series of chapters to help state education agencies and school districts meet their obligations to English learner students.

This is the first time that a single piece of guidance has addressed the array of federal laws that govern schools’ obligations to English learners. The guidance recognizes the recent milestone 40th anniversaries of Lau v. Nichols and the Equal Educational Opportunities Act of 1974 (EEOA), as well as the 50th anniversary of the Civil Rights Act. The EEOA, similar to Lau, requires public schools to take appropriate action to help English learner students overcome language barriers and ensure their ability to participate equally in school.

The guidance explains schools’ obligations to:

*   identify English learner students in a timely, valid and reliable manner;

*   offer all English learner students an educationally sound language assistance program;

*   provide qualified staff and sufficient resources for instructing English learner students;

*   ensure English learner students have equitable access to school programs and activities

*   avoid unnecessary segregation of English learner students from other students;

*   monitor students’ progress in learning English and doing grade-level classwork;

*   remedy any academic deficits English learner students incurred while in a language assistance program;

*   move students out of language assistance programs when they are proficient in English and monitor those students to ensure they were not prematurely removed;

*   evaluate the effectiveness of English learner programs; and

*   provide limited English proficient parents with information about school programs, services, and activities in a language they understand.

After Finals, Foster Youth Students Face a Much More Difficult Test

As winter break unwinds and college students are at home for the holidays, many homeless and foster care students find themselves scrambling for somewhere to live until classes resume in January. College campuses traditionally close down for winter break. For these vulnerable students their college campus is their home, their community and a primary source of security. While their peers are headed home to see family and catch up with old friends, many of these young people are faced with bleak prospects for the holiday season.

These vulnerable youth face the same struggles as other young people trying to maintain good grades, navigating social peer groups, and planning their futures, but they face the additional burdens associated with little to no adult guidance or support. Fortunately, higher education professionals across our nation have begun to tackle the unique issues faced by homeless and foster care students. They are developing comprehensive strategies to address the most persistent barriers these students face; not just during the holiday season, but all year long.

“Higher education can be the silver bullet to achieving long-term health, housing, and economic security. And for young people who have already overcome so much adversity just to earn a seat in a college classroom, they should have every opportunity—inside and outside of the classroom—to succeed” says Jasmine Hayes, Policy Director for the United States Interagency Council on Homelessness. “Ensuring these youth have a safe, stable place to call home in-between semesters is critical. Keeping student housing open and available for youth experiencing homelessness during semester breaks is an effective approach.”

Programs in states like Colorado and North Carolina have implemented Single Points of Contact (SPOCs) in their postsecondary institutions which provide these students access to designated college administrators who are committed to helping them to successfully navigate the college-going process. States and higher education institutions across the country are also working to address the issues these students face, including

  • access to higher education opportunities and financial support;
  • navigation of the college-going process, including financial aid and service referral processes; and
  • basic needs like employment, housing and food.

These efforts are ensuring these most vulnerable students reach their highest potential.

Colleges can play a pivotal role in supporting the academic success of these students. Just ask for foster youth, Alain Datcher. “Entering college as a first time student was a daunting experience. It was a mixture of culture shock, academic rigor and rapid growth. I don’t believe I would have succeeded without the support network I had in one woman – Tamara Malone. She was a mentor, academic advisor, dean and more in one caring, compassionate woman.” When asked how he thought his experience could translate for other students who are homeless or in foster care he replied, “Proximity will define opportunity for these young people. Having a close, approachable, and tangible support network will make the difference. It did in my college education at Biola University. I’ll be earning a Master’s of Public Policy degree in April. Having one caring, single point of contact in Tamra is a big reason why I will.”

When educators act, they change lives. If you know of a foster youth student in your institution, be proactive and reach out. It can make all the difference. Find out more at http://findyouthinfo.gov/.

Guest bloggers: Annie Blackledge, Casey Family Programs Senior Fellow with the U.S. Department of Education, and Johan Uvin, Acting Assistant Secretary for OCTAE.

Webinar: Performance Partnership Pilots

A second webinar will be held Wednesday, December 17, 2014 to answer questions about evaluation for the Performance Partnership Pilots (P3) for Disconnected Youth. The P3 program offers a unique opportunity to test innovative, cost-effective, and outcome-focused strategies for improving results for disconnected youth.

The Consolidated Appropriations Act of 2014 provides authority to the Departments of Education, Labor, and Health and Human Services, along with the Corporation for National and Community Service, the Institute of Museum and Library Services, and related agencies to enter into up to ten Performance Partnership agreements with states, regions, localities, or tribal communities that give them additional flexibility in using discretionary funds across multiple Federal programs.

This webinar will address questions such as:

  • What are the requirements for all pilots related to evaluation?
  • What evaluation activities are optional but will make my proposal more competitive?
  • How do the competitive preferences relate to evaluation work?
  • If I want to propose an evaluation, what standards should my evaluation design meet?
  • What’s the difference between the national P3 evaluation and a site-specific P3 evaluation ?
  • What issues should I consider when planning evaluation activities?
  • What resources are available to help with the evaluation components of the application?

You can find more information and register for the webinar here.

Supporting Literacy Tutors

 

UPDATE 3/24/2015  See an archived introductory webinar on this Tutor Ready resource.

 

This effort is part of the ongoing commitment to encourage collaboration between adult education and public libraries, as documented in the OCTAE-IMLS Dear Colleague Letter. 

Volunteer tutors are an important part of the adult literacy solution. Last year alone, ProLiteracy, a national member organization of volunteer literacy providers, reported 99,415 volunteer tutors serving 245,173 learners.

Volunteers work with youth and adult learners one-on-one and in small groups, providing the critical learning elements of personalization, extra practice and feedback, as well as motivational support and guidance.  From English conversation groups to algebra explanations to phonics practice, tutors fulfill a unique role in our nation’s efforts to boost adult literacy.

However, as volunteers, they may not have access to all the professional learning and support that they need or want. Additionally, when training is delivered before tutors and learners are matched, the training may not be contextualized to a learner’s particular strengths, interests, and challenges.

There is a new resource that offers online learning support for literacy tutors called Tutor Ready Learning PlansTutor Ready Four Quadrant

Tutor Ready puts tips and techniques into a just-in-time format organized around the four essential components of reading: alphabetics, fluency, vocabulary, and comprehension. Within each component, content is presented in a quick index of questions commonly asked by tutors such as, “How can I help my learner perceive the different sounds that make up a word?” Explanations and sample lessons are drawn from a robust body of research, including Teaching Adults to Read and Improving Adult Literacy Instruction. Tutors can jump to an immediately relevant question, or go through the content in a more linear and comprehensive fashion. The tips are enriched by a collection of over 60 video and audio clips of experienced tutors working with adult learners to demonstrate the techniques.

Tutor Ready is freely available and accessible so tutors can log in to their own learning plan anytime or anywhere, and the Plans can be used before, during, and after a tutoring session.

Literacy programs can use Tutor Ready in their pre- and in-service tutor training efforts and as supplemental support for their tutors to use on their own. The Tutor Ready Learning Plans complement freely available online courses that provide more in-depth coverage of the research and instructional practices and award certificates of completion.

Tutor Ready learning plans were created by LINCS’ Region 4 Professional Development Center with the support of the OCTAE, in partnership with the Literacy, Language and Technology Research group at Portland State University. Tutor Ready is built on the Learner Web platform that was created by Portland State University in part with the support of the Institute of Museum and Library Services. Tutors and learners in the San Jose and Santa Clara City, CA and Boulder, CO public libraries pilot tested the materials, and the California programs provided videos of the techniques in action. Dissemination partners include the Institute of Museum and Library Services, the American Library Association Office for Literacy and Outreach Services, and ProLiteracy.

 

Deadline Approaches to Nominate Excellent CTE Programs

If you know of a stellar Career and Technical Education Program of Study that deserves national recognition, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is seeking applications for its annual “Excellence in Action” award. The nomination period ends Thursday, December 18, 2014. Award winners will be honored in Washington, DC on April 8, 2015. The awards are intended to highlight high quality Career Cluster-based programs of study that have a meaningful impact on student achievement and success. Winners will receive national exposure and travel to Washington, DC to receive the award. Visit the NASDCTEc website for more information about the award program.

Posted by
Education Program Specialist, OCTAE

Performance Partnership Pilot Opportunity Announced

Five Federal agencies are coming together to offer a new opportunity to help communities overcome the obstacles they face in achieving better outcomes for disconnected youth. For the next 100 days, State, tribes, and municipalities can apply to become a Performance Partnership Pilot (P3) and test innovative, outcome-focused strategies to achieve significant improvements for disconnected youth in educational, employment, and other key outcomes.

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Photo of Johan Uvin
Posted by
Acting Assistant Secretary, Office of Career, Technical, and Adult Education

Libraries and the Workforce Innovation and Opportunity Act

This article is cross-posted on the UpNext! blog hosted by IMLS and the Department of Labor blog.

Guest authors: Portia Wu, Assistant Secretary for Employment and Training, U.S. Department of Labor

Johan Uvin, Acting Assistant Secretary for Career, Technical, and Adult Education, U.S. Department of Education, and

Susan Hildreth, Director of the U.S. Institute of Museum and Library Services

 

Our agencies have long recognized the role of libraries to help meet the workforce training and job search needs of the American public.  At the height of the recession, more than 30 million people reported using library computers for workforce related needs and 3.7 million of them reported finding work.  Today, 96 percent of libraries surveyed offer online job and employment resources and 78 percent offer programs to help people apply for jobs.

In July, the President signed the Workforce Innovation and Opportunity Act of 2014 (WIOA) which strengthens and aligns Federal employment, education, and training servicesOverwhelmingly approved by both the House and the Senate, the legislation is the result of a bipartisan agreement that recognizes the vital role the workforce system plays in providing the services and resources job seekers need to access the kinds of skills training, career information, and education that are required for today’s job market. The Act aligns with and complements the President’s Vision for Job-Driven Workforce Development, as it prepares workers for 21st century jobs and ensures American businesses have skilled workers to be competitive in global economy.

We are pleased that WIOA includes several exciting changes that better align federal resources and call for local community-based partnerships to increase access to services.  WIOA explicitly identifies public libraries as potential partners of the American Job Center network, and acknowledges libraries’ ability to provide an expansive array of job search services. It also recognizes libraries as important providers of federally supported training and employment for adult education and literacy. WIOA instructs state and local workforce development boards to boost “digital literacy skills” at American Job Centers – a task perfectly suited to public libraries!

We are delighted that the role public libraries play in workforce development is being acknowledged. Every day, people in communities across the United States use libraries to access the Web for career development—boosting their skills through online learning, improving their English literacy and digital literacy, and finding work. Public libraries can do even more with better collaboration with state and local workforce boards.

We thank American Job Centers, the nation’s employment skills training programs, and public libraries for all they do to serve our nation’s job seekers and contribute to the country’s economic vitality.   Under the Workforce Innovation and Opportunity Act, we will deliver better coordinated services so that students and jobseekers acquire the skills needed in a competitive 21st century economy.

See other collaborative efforts: