Education

Student loans are at the top of Congress' agenda this summer—and they were the number one topic when U.S. Secretary of Education Arne Duncan testified today before the House Education and the Workforce Committee on President Barack...
Student loans are at the top of Congress' agenda this summer—and they were the number one topic when U.S. Secretary of Education Arne Duncan testified today before the House Education and the Workforce Committee on President Barack Obama's fiscal year 2014 budget. Last week, the panel approved a measure that would head off a proposed hike in student loan interest rates by tying student loan rates to the rate for the 10-year U.S. Treasury note, something the administration also proposed in its budget request. (There are also some key differences between the measures. For instance, the House Republican bill includes a cap of 8.5 percent on student interest rates, while the administration would instead expand income-based repayment so that graduates don't have to fork over a lot of their income to pay back student loans. More here.) U.S. Rep. John Kline, R-Minn., the committee chairman, sees the proposals as essentially pretty similar. "I'd say our proposals are pretty close, and others agree," he said at the hearing.(He cited, for instance, this Washington Post editorial). Meanwhile, committee Democrats (who didn't rush to cheer the president's proposal when it came out in April, ahead of the GOP plan) have largely disparaged the House Republican proposal. In fact, Rep. George Miller of California, the top Democrat on the committee, has called it a "$4 billion tax on students" (a reference to the Congressional Budget Office's estimate that the plan would cut that much out of the loan program and redirect it to deficit reduction). And some Democratic members of the committee, including Rep. Joe Courtney of Connecticut, said they want to see loan rates extended at the current 3.4 percent level because Congress doesn't have enough time to work out a long-term solution before rates double on July 1. Some Senate Democrats, including Sen. Harry Reid of Nevada, the Majority Leader, also back a short-term extension of the current rate, to give lawmakers enough time to negotiate a long-term fix. The whole dynamic put Duncan in an awkward position. He walked a fine line in his comments—he didn't throw cold water on the Republican proposal, but he didn't give it a huge thumbs up either. Instead, he said he's not in favor of any proposal that would make college more expensive for students. And he's interested in a "long-term fix" on student loans and wants to work with Congress in the next month and a half to make that happen. (That runs counter to what some Senate Democrats are pushing.) Waivers, Pre-K, Common Core The administration's plan to offer states flexibility from the mandates of the No Child Left Behind Act, which are in place in 37 states and the District of Columbia, took some bipartisan heat. Kline said he has made his concerns about the process "abundantly clear" and added that he doesn't think the law should be renewed by "executive fiat." Miller, who is typically an administration ally on K-12 issues, was even more fiery. He is really worried that the administration's waivers shortchange students in particular subgroups (such as English-language learners) and allow states to water down requirements (for instance, by giving credit for GEDs). He's already let the administration know about these concerns, and today he said he wants the education secretary to keep them in mind when deciding whether to renew waivers. "I urge you to hold a high bar for everyone and insist on changes where necessary," Miller said. "You must be the conscience of the nation, resisting the temptation to focus on what's good for adults rather than what's good for students." (Interesting to note: No one mentioned district waivers.) Duncan also made a sales pitch for the administration's plan to significantly expand early-childhood education programs. The proposal seemed to have a lot of fans on the Democratic side of the aisle, including Miller. But Kline said he'd much rather see new money poured into sp
38 minutes ago
What if I decided not to be plugged in for an extended period of time? What if I just lived in the present moment, looked at the world through my own two eyes instead of my iPhone screen while I snapped a picture that I would soon put a ...
What if I decided not to be plugged in for an extended period of time? What if I just lived in the present moment, looked at the world through my own two eyes instead of my iPhone screen while I snapped a picture that I would soon put a filter on with the hashtag “#instawow”?
about 1 hour ago
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about 3 hours ago
An unusual organization of policy leaders has joined the chorus for higher education reform. Chief state budget officers rarely speak collectively or publicly about higher education—instead focusing on state revenue issues, adjusting bud...
An unusual organization of policy leaders has joined the chorus for higher education reform. Chief state budget officers rarely speak collectively or publicly about higher education—instead focusing on state revenue issues, adjusting budgets in light of revenue surpluses (a rare event of late) or shortfalls, and enacting a budget. But in a recent report, these state officials spoke out on higher education. In it, they explore the realities of increased enrollment demands, limited state funding, slower growth in tuition, concerns about institutional spending patterns, performance-based funding, and a changed federal-state partnership. These realities led the state budget heads to a set of recommendations that are not unexpected. They include funding performance, restricting tuition increases, expanding access, improving information about higher education spending, and increasing cost-efficiency. In other words, the call for reform on higher education is now squarely on the minds of state fiscal officers. I think that on the whole, these leaders are on the right track. Limited resources are a reality for the foreseeable future. States should take a lead role in establishing tuition and adopting performance funding, but there is far more that they could do. States could: Shift public support to institutions that enroll most of our students. Or, how about funding students first? Approve budgets for public institutions that also include maintenance of the physical and technological infrastructure. Shift merit-based financial aid to programs that address financial need or combine financial need with merit. These are only a few of the actions that state governments might take to minimize the damage to students and institutions. But fundamentally the states that fund our public institutions must establish a framework within which this process works. Given the public benefits of higher education, there should be a public compact, involving states, institutions, students, and families. A more balanced approach on the responsibilities of each party to reform is important. The budget officers have taken this important first step, but political leaders will ultimately have to lead the charge in order for the country to increase its educational capital. Photo Credit: WatchDog Wire
about 3 hours ago
David A. Pickler, President of the National School Boards Association (NSBA) and member of Tennessee’s Shelby County Board of Education, was featured in The Washington Post’s Answer Sheet today discussing the failures of school vou...
David A. Pickler, President of the National School Boards Association (NSBA) and member of Tennessee’s Shelby County Board of Education, was featured in The Washington Post’s Answer Sheet today discussing the failures of school voucher schemes and the impact of the recent Louisiana Supreme Court ruling deeming their state’s school voucher program unconstitutional. Pickler noted: [...]
about 4 hours ago
Check out the speeches from National School Boards Association’s (NSBA) leaders from the 2013 NSBA Annual Conference: 2013-2014 President David A. Pickler: Our new President, Pickler, discussed the “New NSBA” to create “the most re...
Check out the speeches from National School Boards Association’s (NSBA) leaders from the 2013 NSBA Annual Conference: 2013-2014 President David A. Pickler: Our new President, Pickler, discussed the “New NSBA” to create “the most relevant and responsive organization possible as we advocate in Washington, D.C., in state capitols across this country, and in service of [...]
about 4 hours ago
Community colleges and other broad-access institutions are under pressure to graduate more students while cutting costs, write Community College Research Center researchers Davis Jenkins and Olga Rodríguez in Access and Success with Less...
Community colleges and other broad-access institutions are under pressure to graduate more students while cutting costs, write Community College Research Center researchers Davis Jenkins and Olga Rodríguez in Access and Success with Less: Improving Productivity in Broad-Access Postsecondary Institutions. But completion-boosting strategies may not be cost effective and the most commonly used cost-cutting strategies, such as hiring adjuncts and raising class sizes, may raise the cost per completion. Some believe that redesigning courses to make use of instructional technologies will lead to better outcomes at lower cost, although the evidence is mixed. Recently, a growing number of institutions are going beyond redesigning courses and instead changing the way they organize programs and supports along the student’s “pathway” through college. These efforts are promising, but their effects on cost per completion are not yet certain. Meager funding has so far hampered efforts by policy makers to fund colleges based on outcomes rather than how many students they enroll, but some states are beginning to increase the share of appropriations tied to outcomes. The push to lower the cost per graduate could provide incentives to lower academic standards, warn Jenkins and Rodríguez. They  urge colleges and universities to “redouble efforts to define learning outcomes and measure student mastery.”
about 4 hours ago
Bras carry a lot of currency in middle school.
Bras carry a lot of currency in middle school.
about 5 hours ago
Many elementary schools to create ability-group classrooms in an attempt to better prepare kids to meet the Common Core State Standards. In the following post, Joanne Yatvin explains why this is a problem. She is a past president of the ...
Many elementary schools to create ability-group classrooms in an attempt to better prepare kids to meet the Common Core State Standards. In the following post, Joanne Yatvin explains why this is a problem. She is a past president of the … Continue reading →
about 5 hours ago
By Joellen Killion, Senior Advisor, Learning Forward Establishing more time for collaborative professional learning is only a first step. Using the time effectively and efficiently is also essential. Four simple processes can focus the i...
By Joellen Killion, Senior Advisor, Learning Forward Establishing more time for collaborative professional learning is only a first step. Using the time effectively and efficiently is also essential. Four simple processes can focus the interactions that occur in teams and connect what team members learn with student learning. Establish a clear purpose for each meeting. At the beginning of each session or at the end of the previous session, team members commit to a clear purpose for the meeting that specifies the learning goals for educators and the outcomes they expect for students when their learning goals are implemented. Establishing a purpose also means being clear about what the non-purpose of the session will be. This trick of non-purpose is a powerful tool for maintaining a laser-like focus on the identified purpose and read more
about 5 hours ago