Education

The inspiration for Olga Gomez to obtain her GED started with a simple statement from her youngest son: “Mom I challenge you to finish your GED.” Attaining the GED would be no easy feat for this mother of four who dropped out of school w...
The inspiration for Olga Gomez to obtain her GED started with a simple statement from her youngest son: “Mom I challenge you to finish your GED.” Attaining the GED would be no easy feat for this mother of four who dropped out of school when she was sixteen. Fortunately for Olga, her children stepped up and volunteered to tutor her in preparation for the exam. Today, Olga Gomez is a proud GED  recipient but most importantly, she’s an inspiration to her children, just as much as they are an inspiration to her. Gomez is one of eleven adult learners who recently met with Secretary Arne Duncan and Assistant Secretary for Vocational and Adult Education Brenda Dann-Messier at the Department of Education (ED) to share their stories and make recommendations on how ED can improve services offered to adult learners. Dann-Messier acknowledged that these adults face many barriers to success in the labor market. Some of the barriers she cited were: a lack of a high school diploma, no postsecondary degree or training, and an inability to speak, read, and write English well. Each of the adult learners at our recent meeting displayed a tremendous amount of courage in order to overcome the odds associated with returning to school as adults, but what is more laudable is the strength they found in their families and in support organizations. “I was an honor roll student in high school, but I just kind of lost my way,” said Shamika Hall, the state vice-president for the Delaware Career Association. Hall lost her sister to an act of senseless gun violence, a devastating tragedy that altered her life’s course. She credits her family and the James H. Grove Adult High School in Wilmington, Del., for helping her get back on track. Watch Hall tell her story below: Click here for an alternate version of the video with an accessible player. Secretary Duncan said that he was inspired by each of the adult learners resilience and tenacity. “It’s pretty remarkable to hear not just where you’ve been but how far you’ve come, and most importantly, where each of you are going,” he said. Before the meeting concluded, Reuben Holguin, an ex-gang member and convicted felon, showed Secretary Duncan his inmate ID. He said that even though he acquired his GED, completed college courses and changed his life around, he will always carry his inmate ID with him to remind him just how far he’s come. The adult learners who stopped by ED were in town to attend VALUEUSA’s National Adult Learner Leadership Institute, and Dann-Messier thanked VALUEUSA, the only national literacy organization governed and operated by current and former adult learners for helping to organize the meeting with Secretary Duncan. This fall, the Organization for Economic Cooperation and Development will release the Program for the International Assessment of Adult Competencies (PIAAC). The goal of PIAAC is to assess and compare the basic skills and the broad range of competencies of adults ages 16-65 around the world. PIAAC covers 23 countries, including the United States. OECD will also release a country report specific to the U.S. to accompany the data release. The report will identify policy implications for improving the skills of adults in the U.S. De’Rell Bonner works in ED’s Office of Communications and Outreach
17 minutes ago
With last week's decision by the Christina school district in Delaware to stop fighting for the rest of its Race to the Top funding, a key urban district has dropped out of the state's education reform plans. Christina and the state w...
With last week's decision by the Christina school district in Delaware to stop fighting for the rest of its Race to the Top funding, a key urban district has dropped out of the state's education reform plans. Christina and the state were at odds over its compliance (or lack thereof) with Delaware's Race to the Top plan. Delaware wants the district to use money for large teacher bonuses for the most-effective teachers, which was part of the promises the state made when it won its $120 million federal grant. Christina disagreed, sparking a months-long feud that has finally ended. The district is no longer participating in Race to the Top, and loses $2.3 million in remaining federal grant money. (The district was to receive about $10 million in total.) Remember, half of the $4 billion in Race to the Top grants went directly to states, and the other half to participating districts. The fallout in Delaware comes a couple months after several districts in Ohio were poised to drop out of that state's grant because they decided that the costs just weren't worth any federal grant money. Are these isolated, state-specific incidences or part of a broader, worrisome trend? Right now, it seems they are isolated, sporadic events. Recently, I asked the other Race to the Top states how their district participation was faring—and they all said they are on very solid ground. (I didn't bother with the District of Columbia and Hawaii, which operate a single state-run each. Tennessee did not respond to my email.) North Carolina had seven of its 33 charter schools drop out (but all 115 traditional districts remain). Massachusetts lost 42 districts just after it won the grant, but has kept the remaining 234 since then. The other states have kept their participating districts on board. That said, the very difficult implementation work in Race to the Top states is ongoing, from common core to teacher evaluations tied to test scores. More than halfway through the grant period, district participation in the coming year will be worth keeping an eye on. - Michele McNeil
about 2 hours ago
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 DefSemiHidden="true" DefQF...
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> UnhideWhenUsed="false" QFormat="true" Name="Normal"/> UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> UnhideWhenUsed="false" QFormat="true" Name="Title"/> UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> UnhideWhenUsed="false" QFormat="true" Name="Strong"/> UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> UnhideWhenUsed="false" Name="Table Grid"/> UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> UnhideWhenUsed="false" Name="Light Shading"/> UnhideWhenUsed="false" Name="Light List"/> UnhideWhenUsed="false" Name="Light Grid"/> UnhideWhenUsed="false" Name="Medium Shading 1"/> UnhideWhenUsed="false" Name="Medium Shading 2"/> UnhideWhenUsed="false" Name="Medium List 1"/> UnhideWhenUsed="false" Name="Medium List 2"/> UnhideWhenUsed="false" Name="Medium Grid 1"/> UnhideWhenUsed="false" Name="Medium Grid 2"/> UnhideWhenUsed="false" Name="Medium Grid 3"/> UnhideWhenUsed="false" Name="Dark List"/> UnhideWhenUsed="false" Name="Colorful Shading"/> UnhideWhenUsed="false" Name="Colorful List"/> UnhideWhenUsed="false" Name="Colorful Grid"/> UnhideWhenUsed="false" Name="Light Shading Accent 1"/> UnhideWhenUsed="false" Name="Light List Accent 1"/> UnhideWhenUsed="false" Name="Light Grid Accent 1"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> UnhideWhenUsed="false" QFormat="true" Name="Quote"/> UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> UnhideWhenUsed="false" Name="Dark List Accent 1"/> UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> UnhideWhenUsed="false" Name="Colorful List Accent 1"/> UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> UnhideWhenUsed="false" Name="Light Shading Accent 2"/> UnhideWhenUsed="false" Name="Light List Accent 2"/> UnhideWhenUsed="false" Name="Light Grid Accent 2"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> UnhideWhenUsed="false" Name="Dark List Accent 2"/> UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> UnhideWhenUsed="false" Name="Colorful List Accent 2"/> UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> UnhideWhenUsed="false" Name="Light Shading Accent 3"/> UnhideWhenUsed="false" Name="Light List Accent 3"/> UnhideWhenUsed="false" Name="Light Grid Accent 3"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium Grid 2
about 3 hours ago
Blog: Just VisitingThere was a time when I thought of myself as “The Rejectionist.” From 2003 until 2007 I edited McSweeney’s Internet Tendency. Many of you may not know this publication, but it is a cultishly popular ...
Blog: Just VisitingThere was a time when I thought of myself as “The Rejectionist.” From 2003 until 2007 I edited McSweeney’s Internet Tendency. Many of you may not know this publication, but it is a cultishly popular website associated with McSweeney’s Publishing, a company founded by author/activist Dave Eggers. Among certain demographics, McSweeney’s means something. For that period of time, every week I would reject 200 or more submissions while accepting anywhere between three and five. Our rejection rate approached 99%. Since 2007, I’ve had a different, much more pleasant, editorial role with McSweeney’s, but to give the current editor a break, I’ve been back at the helm of the S.S. Heartbreak, and it’s got me thinking about things. I like to think I got very good at doling out rejection. I wanted to be: quick, kind, honest, and equitable. The only criteria that mattered was the piece of writing itself. My ethic of equitability once caused me great pain when I passed on a submission by a writer/performer I absolutely revere, and is pretty much a legend, but who also obviously did not send us his best work. Apparently, my status as The Rejectionist became widespread enough to even be satirized in The Onion, to this day one of my proudest achievements. Doling out all that rejection taught me a few things. 1. Success against the odds is not a lottery. A lottery implies that everyone has equal chance. This was not the case. While my approach to the submissions was resolutely egalitarian, a number of people disqualified themselves from consideration. Most of the time this was because they submitted pieces that were fairly obviously not the kind of thing we publish. Other times, the genre may have been appropriate, but the execution was just as obviously limp. Still other times, they would insult me or the publication in their cover note, something along the lines of “You guys suck. Maybe you’ll suck less if you publish this.” It’s tough to be equitable towards that submission. 2. Success against the odds is also not a meritocracy. While I like to believe that every piece I chose to publish was deserving, the process was inherently subjective. Either I liked it or I didn’t. There was no committee, no deliberative process outside my own taste. I had high confidence in my taste - what other choice did I have? – but it would be absurd to think that my taste is everyone’s taste. “You guys suck.” Additionally, for every three to five submissions I would accept, there were another eight to ten or sometimes more that were very very good, well worthy of being published. We just didn’t have the space. I would tell the writers this (honesty), but I always wondered if this only increased the disappointment associated with the rejection. I’ve been thinking about things that are not lottery/not meritocracy as related to higher education based on two recent articles. One was an interactive graphic from the Chronicle of Higher Education inviting us to “Play the Role of the Search Committee” for a tenure track creative writing job. The other was Lee Skallerup Bessette’s essay here at Inside Higher Ed on receiving a rejection for a job for which there were 500 applicants. One of the commenters on Prof. Skallerup Bessette’s post suggests that the academic job market is “a lottery” and that she had “lost.” How cruel would it be if the job market in Higher Ed really is a lottery? All that work become qualified and then it’s a random chance? The Chronicle graphic declares that 117 of the applicants met the qualifications for the tenure track creative writing job. The suggestion, perhaps, is that within those 117 we are looking at a kind of “lottery,” except an examination of the 117 as individuals shows that this isn’t necessarily the case.
about 4 hours ago
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 DefSemiHidden="true" DefQF...
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> UnhideWhenUsed="false" QFormat="true" Name="Normal"/> UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> UnhideWhenUsed="false" QFormat="true" Name="Title"/> UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> UnhideWhenUsed="false" QFormat="true" Name="Strong"/> UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> UnhideWhenUsed="false" Name="Table Grid"/> UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> UnhideWhenUsed="false" Name="Light Shading"/> UnhideWhenUsed="false" Name="Light List"/> UnhideWhenUsed="false" Name="Light Grid"/> UnhideWhenUsed="false" Name="Medium Shading 1"/> UnhideWhenUsed="false" Name="Medium Shading 2"/> UnhideWhenUsed="false" Name="Medium List 1"/> UnhideWhenUsed="false" Name="Medium List 2"/> UnhideWhenUsed="false" Name="Medium Grid 1"/> UnhideWhenUsed="false" Name="Medium Grid 2"/> UnhideWhenUsed="false" Name="Medium Grid 3"/> UnhideWhenUsed="false" Name="Dark List"/> UnhideWhenUsed="false" Name="Colorful Shading"/> UnhideWhenUsed="false" Name="Colorful List"/> UnhideWhenUsed="false" Name="Colorful Grid"/> UnhideWhenUsed="false" Name="Light Shading Accent 1"/> UnhideWhenUsed="false" Name="Light List Accent 1"/> UnhideWhenUsed="false" Name="Light Grid Accent 1"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> UnhideWhenUsed="false" QFormat="true" Name="Quote"/> UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> UnhideWhenUsed="false" Name="Dark List Accent 1"/> UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> UnhideWhenUsed="false" Name="Colorful List Accent 1"/> UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> UnhideWhenUsed="false" Name="Light Shading Accent 2"/> UnhideWhenUsed="false" Name="Light List Accent 2"/> UnhideWhenUsed="false" Name="Light Grid Accent 2"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> UnhideWhenUsed="false" Name="Dark List Accent 2"/> UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> UnhideWhenUsed="false" Name="Colorful List Accent 2"/> UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> UnhideWhenUsed="false" Name="Light Shading Accent 3"/> UnhideWhenUsed="false" Name="Light List Accent 3"/> UnhideWhenUsed="false" Name="Light Grid Accent 3"/> UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> UnhideWhenUsed="false" Name="Medium Grid 2
about 4 hours ago
Blog: Law, Policy -- and IT?MOOCs: edX has some new partners, Cornell among them, named CornellX. Sometimes a later adoption is the right financial and strategic move, as was the minimal wait the Provost (with all kinds of administrativ...
Blog: Law, Policy -- and IT?MOOCs: edX has some new partners, Cornell among them, named CornellX. Sometimes a later adoption is the right financial and strategic move, as was the minimal wait the Provost (with all kinds of administrative and faculty support behind him) gave before committing the University. My personal opinion? I am thrilled with the choice, the process, so far, as how the CU came to this decision, and look forward to future developments. Cornell has some outstanding teaching as well as research faculty. Moreover, in this digital age, I could not imagine a better approach to its long-standing commitment to outreach both as New York State's land-grant college and as a private university. Salute! Privacy: The Cornell-George Washington Law School Privacy Information Forum was a success! Excellent speakers, fantastic facilitators and engaged participants. The insight I gained addressed the question, "Why doesn't higher education adopt more readily the privacy officer model now fully embedded in corporate America? Historically, because it was a leader in privacy with the Family Education Rights Privacy Act, and therefore already has processes and solid stakeholders, such as registrars, so it may not experience or even actually need a "privacy" officer per se. The real answer is the old lawyer's response: It depends. There are a lot of other privacy laws now, most obviously GLBA for interest-bearing financial accounts (bursar, for example) and of course patient health care record of covered entities (HIPAA for hospitals or clinics). While those examples have their privacy and security officers by statute, coordination is the key among these three federal law requirements. And on the state front, we have Data Breach Notification laws too. My opinion: if the history, culture and traditions of an institution mitigate against the appointment of a central privacy officer per se, then let's take the issue to the next step: Institutions still need an authoritative information management officer. My principal contribution to Cornell in this area has been helping to put together a Regulated Data Chart which seeks to educate stewards and custodians on the appropriate use of data in our enterprise technologies. More about which I would be happy to discuss in later blogs, but for now reviewing it is the homework: http://www.it.cornell.edu/policies/infoprivacy/regdata/index.cfm Cloud Computing: The site above arose out of the need to address information management in cloud computing, although as we worked on it, it became clear that it was education we long could have used for on-premise services. Cloud computing has so many interesting components: consortial pricing and negotiation with Net+ Services of Internet 2, a very big win for higher education and growing; attention to information management; new internal processes within institutions for development of such services. These new processes are taking shape in ways that, once again, suit the institution. Some schools have created project management in order to guide it. Some have created ad hoc committees. But overall, the pattern is inserting the life cycle from identified need to implementation as a more intensely collaborative effort involving: contract lawyers, procurement, business pricing, technical support not only for plug-in but also for functionality, technical security assessment, institution policy harmonization and information management, and finally strong communications and outreach for the users. It is a cycle, not a linear process, one which I have likened to "gears" working together rather than a straight line of individual check boxes for procurement. And the sooner a school adopts it, the more efficient and professional it will become to address cloud computing in the higher education environment. That's all for now, more quick snap shots to come! Show on Jobs site:
about 5 hours ago
Earlier this month the Learning First Alliance (LFA) hosted our annual Leadership Council meeting for LFA member organizations’ executive directors, senior staff, and elected leadership. This year’s meeting brought 100 education leaders...
Earlier this month the Learning First Alliance (LFA) hosted our annual Leadership Council meeting for LFA member organizations’ executive directors, senior staff, and elected leadership. This year’s meeting brought 100 education leaders together under the theme Setting a Bold Agenda for Collaborative Leadership in Public Education, and working groups were charged with outlining the focus for the LFA coalition’s work in the coming months. With background information provided by Warren Simmons, executive director of the Annenberg Institute for School Reform at Brown University; Saul Rubinstein, Associate Professor, School of Management & Labor Relations at Rutgers University; and Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University and 2013 recipient of the LFA Education Visionary Award, attendees outlined two major action items for our collective efforts. The first day’s small group discussions centered on developing a common vocabulary and message approach that emphasizes the success that public schools have achieved individually and collectively throughout our country’s history. Attendees were reminded that critics of public schools, who call themselves “reformers”, have a simple, straightforward message about public education that read more
about 5 hours ago
George Wood is retiring this year after serving as principal of Federal Hocking Secondary School in Stewart, Ohio, for 21 years. He will stay on as superintendent of the Federal Hocking District. Wood is a nationally known author, educat...
George Wood is retiring this year after serving as principal of Federal Hocking Secondary School in Stewart, Ohio, for 21 years. He will stay on as superintendent of the Federal Hocking District. Wood is a nationally known author, educator, activist … Continue reading →
about 5 hours ago
While it's a nice thought that people believe they are so enlightened that the color of someone's skin doesn't matter so much as the content of their character, what they are inadvertently doing is denying the basic fact that race exists...
While it's a nice thought that people believe they are so enlightened that the color of someone's skin doesn't matter so much as the content of their character, what they are inadvertently doing is denying the basic fact that race exists, racism exists and that people of color are institutionally marginalized.
about 5 hours ago
As millions of children start streaming out of schools for a much-anticipated break, it's important to remember that there is a price to pay for summers free of learning. Students who don't engage in educational activities over the summe...
As millions of children start streaming out of schools for a much-anticipated break, it's important to remember that there is a price to pay for summers free of learning. Students who don't engage in educational activities over the summer lose between one and three months of learning every year on average. In reading, the loss is cumulative; by the end of sixth grade, students who lose their reading skills over the summer will be as much as two full years behind their classmates.
about 5 hours ago