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Earlier this month, the Office of Vocational and Adult Education moved its offices from the Switzer Building, located at 330 C Street, SW, to Potomac Center Plaza, located at 550 12th Street, SW, Washington, DC. Our new location is within a few blocks of the Smithsonian and L'Enfant Plaza Metro stations. Although everyone's e-mail addresses remain the same as they were in our former location, all phone numbers have changed. OVAE's main telephone number is now (202) 245-7700 and the main fax number is (202) 245-7837. Telephone numbers for individual staff can be accessed through the Department's Employee Locator System at http://web01.ed.gov/Locator/Locator.nsf/HomePage?OpenForm.

The Partnership for Learning is an independent, statewide non-profit organization supported by Washington businesses and community leaders. The organization informs and mobilizes leaders, educators, parents, and the general public in order to improve our public schools and better prepare our high school graduates for the demands of today's global economy. The Partnership for Learning has been a major advocate for comprehensive education reform in Washington since 1993. Jennifer Vranek, Executive Director for Partnership for Learning, contends that, "students can no longer afford to skate through high school and still expect to do well in college or rise in the workplace," because "...almost 60 percent of our high school graduates entering community college directly from high school need at least one remedial course in English or math. That means many kids aren't learning what they should have learned in high school."

Beginning with the graduating class of 2008, students must pass the state exam, called the WASL, in order to earn a Certificate of Mastery. The Partnership would like to use the Scholars course of study as a tool with which to improve levels of student performance on the WASL. The Partnership has been a staunch supporter of the Certificate and an active voice in legislative and state policy discussions over the details of implementing these rigorous requirements. As part of the State Scholars initiative, the Partnership created a statewide steering committee comprised of key leaders from higher education, K-12, and the business community. The Partnership plans to reconvene this group to continue the discussion of aligning the minimum admissions requirements for Washington's four-year universities with the Scholars course of study. The Partnership will also continue to pursue alignment of this rigorous curriculum with selection criteria for the Governor's Promise Scholarships and the Bill & Melinda Gates Foundation's Achiever Scholarships.

The Partnership for Learning organized the Opportunity Scholars Initiative with $300,000 in funding from the national Center for State Scholars. The Opportunity Scholars Initiative will be piloted in the Bellevue, Kennewick, Tacoma and Tukwila school districts this year, reaching 2,500 eighth-graders. Statewide expansion is planned for next year. The Initiative is supported by Governor Gary Locke, Superintendent of Public Instruction Terry Bergeson, K-12 and higher education leaders and community and business leaders. Representatives from these groups also helped define the course of study for the Initiative.

The Partnership, which joined the State Scholars Initiative in late 2003, is already managing a major campaign to help students and parents understand Washington's new graduation requirements. Through the "campaign for the class of 2008," the Partnership reached more than 90,000 Washington citizens including families with students in the first class impacted by these new requirements, educators, state elected officials, and other key policymakers. The Partnership's advocacy also has included the Ask for Transcripts campaign, which has resulted in more than 140 companies and governmental institutions asking for transcripts when interviewing prospective hires.

On April 20, OVAE Assistant Secretary Susan Sclafani participated in Education News Parents Can Use, the U.S. Department of Education's monthly television series focusing on schools, learning, and the No Child Left Behind Act of 2001. This month's topic was "Reforming High Schools and Career and Technical Education." Sclafani, along with several other guest speakers, discussed the need for all students, regardless of their post-graduation plans, to acquire the knowledge and skills they need for college and careers.

As many students are leaving high school unprepared, often lacking the basic skills they need to get a high-wage job or to pursue postsecondary education and training, the need for reform is paramount. Further, employers from all sectors of American industry are demanding stronger reading, writing, and math skills of their entry-level workers, and statistics reveal many recent graduates are not on par with their international peers. To succeed in a global economy shaped by technology and international competition, all high school students, regardless of their post-graduation plans, must acquire a high level of academic knowledge and skills during high school. An archived webcast of this month's Education News can be viewed at www.connectlive.com/events/ednews.

On April 1, 2004, Assistant Secretary Susan Sclafani testified before the House Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies on the President's fiscal year 2005 budget request for the Office of Vocational and Adult Education. Dr. Sclafani testified as part of a panel on workforce preparation and training that also included Sally Stroup, Assistant Secretary for Postsecondary Education, and Emily DeRocco, Assistant Secretary for Employment and Training in the Department of Labor.

A major focus of the hearing was President Bush's Jobs for the 21st Century Initiative, a comprehensive plan that includes over $500 million in new funding to better prepare Americans for quality jobs in the new millennium. Dr. Sclafani outlined the administration's strategy for reauthorizing the Carl D. Perkins Vocational and Technical Education Act, noting "we have some outstanding career and technical education programs in this country," but "the federal investment is not focused on increasing their number." The administration's plan would target funds to partnerships between school districts and technical schools, community and technical colleges, and registered apprenticeship programs to develop and implement a new generation of academically and technically rigorous career pathway programs.

Assistant Secretaries Sclafani and Stroup also discussed President Bush's plan to encourage more high school students to set their sights high and take more challenging academic courses. The administration's budget proposal would provide seed capital to create State Scholars programs in every state. Now operating in 14 states, State Scholars brings together business leaders and educators to help youth and their parents understand that completing rigorous academic coursework in high school has become essential for success in the workforce, as well as in postsecondary education. The President's proposal would also enhance the Pell Grants of low-income students who complete a rigorous academic core by up to $1,000 for the first two years of their postsecondary education.

Assistant Secretary DeRocco highlighted the President's request for $250 million in new funds to strengthen the role of community colleges in workforce development. The proposed Community-based Job Training grants program would award funds to partnerships between community colleges and employers to train 100,000 Americans for jobs in high-growth industries.

Dr. Sclafani also emphasized the importance of investing in adult education and literacy programs for adults who "have been left behind and are looking for a second chance." She praised the millions of adults who are seeking help to improve their basic and English literacy skills for often making great sacrifices, taking time away from family or work, in order to learn. She reaffirmed the President's commitment to ensuring that the hours adult learners spend in the classroom are used most productively by giving states the tools they need to strengthen instruction and improve the performance of adult education and literacy programs.

The testimony delivered by Assistant Secretaries Sclafani and Stroup is available at: http://www.ed.gov/about/overview/budget/budget05/testimony.html. Assistant Secretary DeRocco's testimony is available on the Department of Labor's website at: http://www.doleta.gov/whatsnew/Derocco_ speeches/Final%203-31-04.cfm

The Office of Vocational and Adult Education is pleased to announce Dr. Gail Schwartz as the new Director of the Division of High School, Postsecondary and Career Education (DHSPCE). Dr. Schwartz brings to the position over ten years of experience in OVAE, most recently as the Director of the Discretionary Programs and Innovation Group. The Division of High School, Postsecondary and Career Education houses the Effective Practices and Dissemination Branch, the Discretionary Program Management Branch, and the State Administration and Accountability Group, which administers Perkins state grants. The mission of DHSPCE is to support academic achievement for all students and foster the development of effective transition strategies for students as they move from secondary to postsecondary education and training.

Bringing her strong background knowledge of the challenges facing our secondary education system, Dr. Schwartz has a clear vision for the division, "I hope that under my leadership the DHSPCE will be characterized by professionalism and commitment. Through our focused discretionary programs, state formula grants and strategic investments in projects of national significance, the division will continue to be a catalyst for high school excellence."

Two DHSPCE programs Dr. Schwartz is looking forward to working on are the Center for State Scholars Initiative and the College and Career Transitions Initiative (CCTI). The State Scholars Initiative is in its second year and "continues to be successful in exemplifying and symbolizing the goals of the division in a very practical way," explained Dr. Schwartz. She also lauded the College and Career Transitions Initiative, which develops model strategies and programs of study to ease student transitions from secondary to postsecondary education stating, "CCTI holds great potential for advancing the concept of developing strong career pathways that ease student transitions from secondary to postsecondary education."

During her tenure at the U.S. Department of Education, Dr. Schwartz has been the Director of Correctional Education, Team Leader for Research, Outreach and Communications in the National School to Work Office, and the Director of the New American High School Initiative. Prior to joining the U.S. Department of Education, Dr. Schwartz was an instructor at the George Washington University in the School of Education and Human Development's Department of Teacher Preparation and Special Education. She is also a former high school teacher. Dr. Schwartz received her B.A. in Education from Ohio State University, and M.A. and Ed.D. from George Washington University.

OVAE congratulates Dr. Schwartz and is proud to have her as part of our leadership team.

Looking for professional development activities designed especially for career and technical education teachers? Could you benefit from the convenience and accessibility of electronic webcasting? The National Dissemination Center for Career and Technical Education (NDCCTE) can bring a diversity of topics and expert presenters into your classroom, your conference room, and your home. You are only a "click" away!

Over 50 professional development topics have been jointly identified by the Office of Vocational and Adult Education and NDCCTE for the 2004 schedule. Four theme-strands embrace the various individual webcasts: 1) Building Career and Technical Education (CTE) That Addresses High Growth Careers, 2) Building CTE Successes in an Era of No Child Left Behind, 3) Sparking Innovation and System Linkages, and 4) Understanding and Applying the Research. Nationally recognized presenters share their perceptions and interpretations, or demonstrate instructional strategies to improve student performance. You too can become engaged with the webcast presenters through an accompanying chat room. Submit your questions, concerns, and yes, your opinions about the topics and listen to the experts respond. You can also electronically evaluate the webcasts. Can't join the "live" webcast? Then access the topic of interest you missed through NDCCTE's webcast archive. The national center is committed to bringing relevant, professional development to your "doorstep" through electronic delivery. Take a look at what it can afford you!

For further information about all of the national center's services and products, go to www.nccte.org.

The Office of Vocational and Adult Education convened the State Directors of Vocational and Technical Education in Washington, D.C., on April 23 and 24, 2004. The Division of High School, Postsecondary and Career Education's newly appointed director, Gail Schwartz, welcomed the state directors and reviewed the purposes of the meeting:

• To follow-up with states on proposed revisions to their Perkins state plans, performance levels, and budgets for the upcoming program year.



• To offer technical assistance on administrative, fiscal, accountability, and program improvement issues related to current state Perkins grants.

• An interactive discussion with Assistant Secretary Susan Sclafani about reauthorization,



• A presentation about the labor market and high growth jobs by Burt Carlson, Coordinator of America's Career Resource Network,



• A presentation about high school student achievement by Craig Jerald of the Education Trust,



• A presentation about audit exception prevention by Hugh Monaghan of the Office of the Inspector General, and



• A showcase of states' materials.

An archived webcast of these sessions will be available soon. For additional information, please contact Lori Badra, a conference and event planner with DTI Associates, Inc., (Phone: 703.299.1614, lbadra@dtihq.com).

The U.S. Department of Education welcomed 21 students to participate in a job shadowing initiative on April 22nd as part of a national initiative to provide an opportunity for high school students to interact with working professionals. Students have an opportunity to learn about the requirements and demands of different kinds of jobs. Job shadowing enables students to spend time during the workday with a mentor. It provides an up-close look at how the skills learned in school are utilized in the workplace, and reinforces the importance of academic skills mastery. OVAE is promoting the initiative and coordinating the effort among Department offices.

Although celebrated nationally on Groundhog Day, job shadowing can occur any day of the year. The goal is to give students a view of the world of work. It can also be an inspiration to students to seek postsecondary education and training opportunities. Students learn that their career aspirations require hard work, and potentially require some form of education and training after they graduate from high school. They also gain a firsthand understanding of the relevance of academics to the professional world. If you want to know more about the job shadowing initiative, or, if you want to establish your own Job Shadow Day program, please visit: www.jobshadow.org. In addition, the site provides a virtual job shadow opportunity where students can click on a career to learn more about what it entails.

The Rural Policy Research Institute (RUPRI) Rural Poverty Research Center is seeking undergraduate students for a unique leadership program in rural poverty and policy. Students selected to participate in the Undergraduate Rural Poverty Fellows program will be expected to complete an individual research project focused on rural poverty during the 2004-2005 school. They will also present a report on their project at a convening of the Fellows in 2005. The deadline for applications is May 14, 2004.

Disseminating this announcement is in keeping with the mission of the Office of Vocational and Adult Education's new Center on Rural Education. The center is designed to provide timely, research-based information on issues of particular importance to parents, teachers, and employers involved in the education of students and adults in rural America. The U.S. Department of Education will use the center to raise attention to the problems and issues challenging rural schools, particularly high schools, and to examine the role of community colleges in meeting the academic and training needs of secondary students and adults. For more information about the center, contact Dr. William Smith.

Over one hundred state directors of adult education and staff convened for the 2004 National Meeting of Adult Education State Directors in Columbus, Ohio, on April 21-24th to work on implementing the vision of adult education conveyed in the Administration's Blueprint for Preparing America's Future. National meeting goals supported the principles of No Child Left Behind (NCLB) and included:

• Assisting states in planning for improving adult education under new legislation;



• Demonstrating the four pillars of NCLB as they relate to adult education;



• Providing information to states about pending new requirements under reauthorization; and



• Giving states information about resources to provide quality adult education and improve adult education systems.

In her remarks, Assistant Secretary Susan Sclafani reinforced the major priorities established by OVAE for adult education, including accountability for higher expectations for learners, continuous improvement of services and instruction, and the importance of partnerships.

The meeting offered substantial technical assistance opportunities. These helped states establish and advance the strategic direction of their adult education systems in four priority areas: planning high quality instructional services; improving program accountability; evaluating local program performance; and linking partnerships to improve adult learner outcomes.

States were given the opportunity to do hands-on exercises in groups related to the major features of their delivery systems on topics that support the principles of No Child Left Behind, such as using evaluation data for continuous improvement. Examples of groupings include states administered by community college or postsecondary agencies, rural states, large states, states administered by workforce-type agencies, and those closely aligned with the states K-12 system.

Staff from the Office of Vocational and Adult Education also laid out plans to implement the Office of Management and Budget's Common Performance Measures as well as other changes that will be made in the adult education reporting system. States showcased their new products and initiatives in the "Heartland Gateway" - a forum established for sharing and networking among states.

On Monday morning, April 26, 2004, President Bush addressed the American Association of Community College Convention. In his speech to the approximately 1000 community college presidents, chancellors, administrators, trustees and members of various community college research organizations who were in attendance, the President said "I see the community college system in America as such a hopeful place, a place where people can gain the skills necessary to become employable; a place where people can gain the skills necessary to realize dreams. The community college system is accessible and it's affordable and it's flexible. It's a major asset of our country." The President went on to lay out his proposed authorization initiatives for postsecondary education and workforce training. He also announced a series of three specific measures to inspire A New Generation of American Innovation, policies to encourage clean and reliable energy, assure better delivery of health care, and expand high-speed Internet access in every part of America. Remarks of the President at the AACC Convention.

Teachers build the foundation for freedom. We are committed to providing the support they need to help every student succeed and become a full participant in our democracy.
U.S. Secretary of Education Rod Paige

Research confirms that teachers are the single most important factor in raising student achievement. Students arrive in the classroom with many different backgrounds and experiences, each bringing its own set of opportunities and challenges. Highly qualified teachers can maximize every child's potential to meet high academic standards. Teachers are key to fulfilling the promise of No Child Left Behind.

Full Fact Sheet on the Teacher-to-Teacher Initiative

On April 7th, the U.S. Department of Education announced a new interactive Declaration of Rights website to inform parents of English language learners about No Child Left Behind and their rights under this historic law. Under No Child Left Behind, parents of English language learners can expect:

Full Article from Extra Credit Newsletter

Two new resources on education research provide user-friendly explanations of effective research and how to identify evidence-based practices. The U.S. Department of Education's Institute of Education Sciences has released Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide. The guide helps educators and policymakers distinguish practices supported by rigorous evidence from those that are not. It also cites a number of effective, evidence-based strategies that assist in K-12 education.

A Policymaker's Primer on Education Research: How to Understand, Evaluate and Use It was developed by the Education Commission of the States and the Mid-continent Research for Education and Learning. It is designed to assist policymakers, educators and other audiences to more easily understand education research by addressing three key questions: What does the research say, is it trustworthy, and how can it be used to guide policy?