I grew up listening to my father sing traditional Acoma songs as we would drive to the mountains; I didn’t understand why until I became old enough to learn that we were going to pray. It took even longer to understand why we pray — and a couple more years to understand that we pray in the following sequence for: the land, the rain, the animals, the world, the country, the Acoma community, our families and finally for ourselves.
The bell rings and they can’t wait. After a long day in the classroom, kids of all ages race to open fields on the other side of the school parking lot. That’s the goal, anyway. But for many kids, daily opportunities for fitness are a far cry from reality.
Experts at the Centers for Disease Control and Prevention say school-age children should be physically active at least one hour a day. Most 9- to 13-year-olds do get their daily dose of physical activity, with more than three-quarters exercising throughout the week. But that percentage significantly declines as children grow older. In 2013, less than a third of high school students met the one-hour mark or attended physical education classes during an average school week. As children become more sedentary, their risk grows for developing chronic health problems down the road. The problem is especially acute for children from low-income families.
How do we make sure every young person — no matter where they live or their family’s income — has the opportunity to be active and healthy every day? We believe schools are an important part of the answer. Simply put: children go to school five days a week, so schools are in a unique position to help kids exercise regularly. Plus, physical activity helps kids concentrate on classroom tasks and improve their standardized test scores. That means schools have a vested interest in keeping kids active so they’ll do better academically.
Unfortunately, many school districts lack the resources to offer robust physical education programs. There are lots of reasons schools have had to cut back on physical education classes and recess: not enough funding, few safe spaces to play, the need for more classroom time to make sure every child is given educational opportunity. The number of things schools have to accomplish every day is enormous.
And that’s where the U.S. Soccer Foundation comes in.
Recently leaders from our organization met with staff at the Department of Education to discuss our partnerships with schools across the country, especially in underserved communities. We offer proven youth development programs, build fields where children can play safely, and supply much-needed athletic equipment. Afterschool programs like ours not only give students a physical outlet, they also increase the effort kids put into school, keep them from skipping class, and boost their academic confidence.
An independent evaluation of our Soccer for Success afterschool program found that 89 percent of children who started the program overweight or obese left it with improved or maintained aerobic capacity. When it came to school, 89 percent of students said they tried harder as a result of the program, and 85 percent said they tried harder to avoid violence and fighting.
We love talking to teachers about how our programs turn their students around. To enhance our children’s academic performance and help them feel more engaged in the classroom, we as a community have to do more to bring physical activity and academia together. We look forward to hearing from schools and educators about your vision for ensuring that every young person has the chance to live a full and healthy life.
Wylie Chen is Vice President of Programs and Grants at the U.S. Soccer Foundation.
Mistake #1: Letting your contact information become out-of-date
Moving away from campus?
Changing your cell phone number or e-mail address?
Make sure you let your loan servicer know. Their services are provided free of charge, but they can only help you if they can reach you.
Mistake #2: Paying for student loan help
You may have seen an ad on Facebook, or gotten phone calls or letters from companies offering to help you lower your payment or apply for loan forgiveness for a fee. If someone asks you to pay for these services, you are not dealing with the U.S. Department of Education or our loan servicers.
We don’t charge application or maintenance fees. If you’re asked to pay, walk away (or hang up).
Contact your loan servicer for free student loan help.
So much of the strength of our communities, and our country, is derived from the promise of opportunity—the idea that if you work hard, you can make of your life what you will.
For that promise to be realized, we must be committed to providing all students—regardless of their background or circumstances—with a high-quality college- and career-ready education. As President Obama has said, this is the civil rights issue of our time.
Our new, federal education law, the Every Student Succeeds Act (ESSA), provides a powerful opportunity for educators, administrators, school leaders, parents and families, and everyone who works on behalf of our children’s future, to ensure excellence and equity in our public schools—and to reclaim the promise of a truly high- quality, well-rounded education for every student.
When we do everything right in schools, our students move closer to that peak on Maslow’s hierarchy of needs – self-actualization. It sounds pretty awesome. I’d like to achieve self-actualization too. But when you’re a student facing poverty, racism, family trouble, or just life as a kid growing up, that peak starts looking like K2.
The question then becomes what changes can we make in our systems so that schools can support students in meeting their basic needs while still pushing them to make academic gains that will impact their future choices and opportunities? For me, answering that question starts with the people who are with the students every day – their teachers.
As a founding teacher on the Design Team for the pilot high school, Social Justice Humanitas Academy (SJHA) in Los Angeles, last week I was invited to join a small group of teachers and principals in a Tea with Teachers meeting with Secretary of Education John King to discuss the value of teacher leadership in schools and in educational policy-making. SJHA is a Teacher-Powered School, and as such is driven by teachers and their connection to students. The school was founded by a group of teachers who envisioned a school centered on building our students’ humanity through curriculum that is rigorous and relevant to our students.
Bringing together Black male teachers and principals and building a network of learning, support and empowerment is essential, relevant and necessary not only for Black male students, but for all students. This is the essential mission of The Fellowship, a Philadelphia-based group that was founded to support current and aspiring black male educators through advocacy, engaging policy makers, expanding the teacher pipeline, and quarterly professional development opportunities called, “Black Male Educators Convenings” (BMEC).
One of the most cost-effective ways to increase equity in education and expand opportunity to our nation’s children is to invest in high-quality preschool for our youngest learners – and not just some of them, but all of them. Federal- and state-led efforts over the past seven-and-a-half years have helped our country make progress toward this goal. In 2009, only 38 states offered children access to state-funded preschool, according to the National Institute for Early Education Research (NIEER) at Rutgers University. In his 2013 State of the Union address, President Obama called for all children to have access to high-quality, state-supported preschool. Since the President’s announcement, all but four states offer preschool to young children and nearly 40 states and Washington, D.C., have invested more than an additional $1.5 billion in support of preschool.
Despite these promising developments, a new report from NIEER shows that thousands of children from low- and middle-income families in communities across the country still do not have access to quality preschool.
By the time Landon – a high school student in Massachusetts – entered his freshman year, he had already been in and out of the hospital for multiple suicide attempts. He had been pulled out of school because he wasn’t able to get through the day, and he needed medication to sleep.
Today, Landon is back in school – a vocational school he transferred to as a sophomore, after coming out to friends and family as a transgender boy – and things have gotten a little easier for him. Landon’s new school is committed to treating every student with dignity and respect, and together they have found ways to allow Landon to survive and thrive in his new surroundings. But getting there has taken time, and the path hasn’t always been clear.
In recent months, we’ve heard from a growing chorus of educators, parents, and students around the country about the need for guidance on how schools can successfully support transgender students and non-transgender students in compliance with federal civil rights laws. In fact, just this week, the National Association of Secondary School Principals called for the Department to release guidance and best practices on creating an inclusive and respectful environment. Schools want to do right by all of their students and have looked to us to provide guidance on steps they can take to ensure that every student is comfortable at their school, is in an environment free of discrimination, and has an opportunity to thrive.
When I first heard about the first ParentCamp International, I knew I had to be there! As a Hispanic/Latina mother of a son receiving Special Education services and who works closely with international families in schools, I felt I couldn’t miss the opportunity to meet decision makers in our educational system and share stories and experiences of our groups.
It was an eventful day! In addition to hearing from representatives of the White House, Justice Department and Secretary of Education John King, we were able to network and share stories during many breakout group sessions, which were incredibly meaningful.
Cross-posted from Community of Practice.
While Sherry Scott was growing up in rural eastern Kentucky, she didn’t know a single person who went to college, and thought she had zero chances of ever doing so herself. When she was 13 years-old, Scott’s family left the impoverished area for better opportunities.
She went on to earn a master’s degree and now has a role in wide-spread efforts to transform the Appalachian region into one that holds promise for its families. Scott heads the Partners for Education team at Berea College, the lead applicant and now the lead agency for local efforts under several federal “place-based” programs, including Promise Neighborhoods, Performance Partnership Pilots and Full Service Community Schools. Through place-based programs, ED and federal partners work hand-in-hand with contacts in distressed communities throughout the U.S. to help them progress in education, as well as health, employment, safety and other interwoven factors that impact quality of life.
So you filed your FAFSA and got accepted to a college. Congrats! Your school will send you an award letter that lists different types and amounts of financial aid you’re eligible for. These types of aid could include grants, scholarships, work-study funds, or student loans. You might see two types of federal student loans in your letter: Direct Unsubsidized Loan and Direct Subsidized Loan. Some people refer to these loans as Stafford Loans or Direct Stafford Loans or just subsidized and unsubsidized loans. It’s important you know the basics about these two types of loans before you sign to accept either of them.
May is National Physical Fitness and Sports Month, which means it’s time to celebrate physical fitness and how it can transform the classroom experience. Physical fitness promotes teamwork, healthy living and optimism for young learners.
As a spring intern here at the U.S. Department of Education (ED), I was recently given the chance to accompany ED staff during a trip to the Brightwood Education Campus in Washington, D.C., where the entire community is dedicated to the mission of mind and body wellness. Students in all grades learn coordinated exercises designed to stimulate their bodies and their brains. Students at Brightwood come from many different cultural backgrounds and many of them are English-language learners – and the emphasis on exercise and mental health awareness is just one of the many tools educators use to promote diversity.
During my visit to Brightwood, I saw students leading group stretches with their peers, “tapping” out their stress and taking time to walk around the room to improve their circulation. In a pre-K classroom, the students sat in a circle while one student led the exercises. While they sang traditional songs such as “The Wheels on the Bus” and “Twinkle, Twinkle Little Star,” they would do the exercises in sync. The students had just woken up from nap time, so these exercises were intended to reactivate their brains and keep their focus in the classroom. The peer-influence is great to see first-hand because when one student would get off task, their friends would help them get back into the activities. After the exercises the students had a chance to sit up tall, close their eyes, and breathe in unison. Beyond just physical fitness, students and teachers participated in meditation and stretching in order to ease their minds and connect with other people around them.