Today, we are announcing a new opportunity to advance teacher leadership. But, for it to succeed, we need your voice to be a part of it.
Since day one on the job, many teachers have shared with me an overwhelming desire to excel in the profession, lead others, and to have a stronger voice. Too often, great teachers leave the classroom because they lack avenues to exercise their leadership – and that’s a loss for our students, our schools and for the profession. As I’ve heard this common refrain from teachers, I thought it was critical to respond. In the midst of dramatic change in education, we need to give our teachers genuine opportunities to be leaders without leaving their classrooms.
To promote and accelerate opportunities for teachers to lead without leaving the classroom, we announced one of our most exciting initiatives earlier this year – Teach to Lead. This initiative builds on years of work to elevate the teaching profession, particularly through our RESPECT effort, and on the leadership of our Teacher and Principal Ambassador Fellows, who advise our team on key decisions and represent the Department externally. Together with the National Board for Professional Teaching Standards, we launched Teach to Lead to advance student outcomes through expanding opportunities for teacher leadership. And, to achieve this vision, my team and our partners committed to identify, spotlight, and support promising models for teacher leadership across the country.
Teach to Lead is a collaborative effort to advance student achievement by opening doors for all teachers to engage in meaningful leadership opportunities, while remaining in the classroom and in the profession they love. Most importantly, this initiative should be shaped by your thoughts, experiences, and ideas. The shape of teacher leadership shouldn’t be dictated from outside the profession, it should be decided and shaped by teachers themselves, in partnership with principals and other educators.
That’s why today we’re unveiling a key platform to spur more ideas, more conversation, and more collaboration around teacher leadership – Commit to Lead.
Commit to Lead is a public, online community that directly engages teachers and other educators to define what teacher leadership can and should be in their communities, so that collectively we can help make it part of the fabric and culture of every school. It builds on the great work that already exists in the field, and invites the creation of new ideas.
Through this platform, educators will have the opportunity to share ideas and get feedback from peers and collaborators nationwide. It offers a place to spark discussion and build momentum around the best teacher leadership ideas and strongest commitments you can come up with – whether you’re a veteran teacher-leader with best practices to share, or you’re a novice who’s just beginning to get engaged in the conversation. The launch of this site represents one step in our ongoing commitment to listen to educators and support their vital leadership of their profession.
Using Commit to Lead, participants can vote on each other’s ideas, allowing the most promising ideas to rise to the top. We’ll stay a part of the conversation, so that we’re learning from your invaluable experience and knowledge, but also so you can benefit from resources and contacts at our more than 100 partner organizations. The ideas that this online community shares – the ideas fostered, developed, and supported by teachers everywhere – will help to drive a number of regional leadership labs for teachers. At these convenings, featuring teams of teacher leaders and experts from across our partner organizations, your ideas will become plans and, soon, those plans will become actions.
Teach to Lead is all about giving educators the power and a seat at the table – and through this virtual community, the chance to share and develop your ideas on a massive scale is in your hands. Already, we’ve heard of great ideas like the classroom structure reorganization led by 5th grade teacher Vicky Edwards and the school-wide writing program developed by Rhea Espedido, a reading interventionist who wanted to boost student success in writing throughout her entire school.
We want to hear the next great idea – will you be the one to share it?
As teachers gear up for a new school year, I want to offer two thoughts. One is a message of celebration and thanks. The other is a response to a concern that has come up often in many conversations with teachers and families, and which deserves an answer.
First, the thanks. America’s students have posted some unprecedented achievements in the last year – the highest high school graduation rate in the nation’s history, and sharp cuts in dropout rates and increases in college enrollment, especially for groups that in the past have lagged significantly. For these achievements, we should celebrate America’s teachers, principals, and students and their families. These achievements are also indications of deeper, more successful relationships with our students. All of us who’ve worked with young people know how much they yearn for adults to care about them and know them as individuals.
These achievements come at a time of nearly unprecedented change in American education – which entails enormously hard work by educators. Nearly every state has adopted new standards, new assessments, new approaches to incorporating data on student learning, and new efforts to support teachers.
This transition represents the biggest, fastest change in schools nationwide in our lifetime. And these efforts are essential to prepare kids to succeed in an age when the ability to think critically and creatively, communicate skillfully, and manipulate ideas fluently is vital. I have heard from many teachers that they have not received all the support they’d want during this transition. Yet America’s teachers are making this change work – and I want to recognize and thank them for that and encourage their leadership in this time of change.
That’s the easy part of this message. The harder part has to do with concerns that many teachers have brought to my door.
My team and I hold regular conversations with teachers, principals and other educators, often led by Teacher and Principal Ambassador Fellows, who take a year away from their schools to advise my agency. Increasingly, in those conversations, I hear concerns about standardized testing.
Assessment of student progress has a fundamental place in teaching and learning – few question that teachers, schools and parents need to know what progress students are making. And few question the particular importance of knowing how our most vulnerable students are progressing. Indeed, there’s wide recognition that annual assessments – those required by federal law – have done much to shine a light on the places and groups of students most in need of help. Yet in too many places, it’s clear that the yardstick has become the focus.
There are three main issues I’ve heard about repeatedly from educators:
It doesn’t make sense to hold them accountable during this transition year for results on the new assessments – a test many of them have not seen before – and as many are coming up to speed with new standards.
The standardized tests they have today focus too much on basic skills, not enough on critical thinking and deeper learning.
Testing – and test preparation – takes up too much time.
I share these concerns. And I want our department to be part of the solution.
To those who are reading the last sentence with surprise, let me be clear: assessment is a vital part of teaching and learning, but it should be one part (and only one part) of how adults hold themselves responsible for students’ progress. Schools, teachers and families need and deserve clear, useful information about how their students are progressing. As a parent of two children in public school, I know I want that. And in fact, most teachers and principals I talk with want to be held responsible for students’ progress – through a sensible, smart combination of factors that reflect their work with students – not the level students came in at, or factors outside of their control.
But assessment needs to be done wisely. No school or teacher should look bad because they took on kids with greater challenges. Growth is what matters. No teacher or school should be judged on any one test, or tests alone – always on a mix of measures – which could range from classroom observations to family engagement indicators. In Nevada, educators include a teacher’s contribution to the school community in their measures; in Hawaii, schools consider student feedback surveys and professional growth, such as leading workshops or taking university coursework). Educators in Delaware look at measures of planning and preparation such as lesson plans and descriptions of instructional strategies to be used for students with diverse needs. Federal policy rightly stays out of picking those individual measures, but ensures that in evaluating teachers, states and districts include student growth, and consider multiple measures.
But the larger issue is, testing should never be the main focus of our schools. Educators work all day to inspire, to intrigue, to know their students – not just in a few subjects, and not just in “academic” areas. There’s a whole world of skills that tests can never touch that are vital to students’ success. No test will ever measure what a student is, or can be. It’s simply one measure of one kind of progress. Yet in too many places, testing itself has become a distraction from the work it is meant to support.
I believe testing issues today are sucking the oxygen out of the room in a lot of schools – oxygen that is needed for a healthy transition to higher standards, improved systems for data, better aligned assessments, teacher professional development, evaluation and support, and more. This is one of the biggest changes education in this country has ever seen, and teachers who’ve worked through it have told me it’s allowed them to become the best teachers they’ve ever been. That change needs educators’ full attention.
That’s why – as I shared in a conversation with dozens of teachers at Jefferson Middle School in Washington, D.C. earlier today – we will be taking action in the coming weeks that give states more flexibility in key areas that teachers have said are causing worry.
States will have the opportunity to request a delay in when test results matter for teacher evaluation during this transition. As we always have, we’ll work with them in a spirit of flexibility to develop a plan that works, but typically I’d expect this to mean that states that request this delay will push back by one year (to 2015-16) the time when student growth measures based on new state assessments become part of their evaluation systems – and we will work with states seeking other areas of flexibility as well. We want to make sure that they are still sharing growth data with their teachers, and still moving forward on the other critical pieces of evaluation systems that provide useful feedback to educators. We will be working in concert with other educators and leaders to get this right. These changes are incredibly important, and educators should not have to make them in an atmosphere of worry. Some states will choose to take advantage of that flexibility; others, especially those that are well along in this transition, will not need a delay. The bottom line is that educators deserve strong support as our schools make vital, and urgently needed, changes. As many educators have pointed out, getting this right rests also on high-quality assessments. Many educators, and parents, have made clear that they’re supportive of assessment that measures what matters – but that a lot of tests today don’t do that – they focus too much on basic skills rather than problem solving and critical thinking. That’s why we’ve committed a third of a billion dollars to two consortia of states working to create new assessments that get beyond the bubble test, and do a better job of measuring critical thinking and writing.
I’m concerned, too, when I see places where adults are gaming tests, rather than using them to help students.
And we also need to recognize that in many places, the sheer quantity of testing – and test prep – has become an issue. In some schools and districts, over time tests have simply been layered on top of one another, without a clear sense of strategy or direction. Where tests are redundant, or not sufficiently helpful for instruction, they cost precious time that teachers and kids can’t afford. Too much testing can rob school buildings of joy, and cause unnecessary stress. This issue is a priority for us, and we’ll continue to work throughout the fall on efforts to cut back on over-testing.
There’s plenty of responsibility to share on these challenges, and a fair chunk of that sits with me and my department. We encouraged states to move a whole lot of changes simultaneously, because of the enormous urgency to raise standards and improve systems of teacher support – not for another generation of students, but for today’s students.
But in how this change happens, we need to listen carefully to the teachers, principals and other educators who are living it on a daily basis – and we need to be true to our promise to be tight on outcomes, but loose on how we get there.
From my first day on this job, the objective has been to work in a spirit of flexibility to help states and communities improve outcomes for kids. We need to make changes, but we are also making progress. I’m determined that, working in partnership, we’ll continue to do both – be flexible and make progress for our kids.
Change is hard, and changes of significance rarely work exactly as planned. But in partnership, making course alterations as necessary, we will get there.
I had three conversations last week that served as valuable reminders of the impact of visionary, skilled principals. In one conversation, a group of award-winning teachers emphasized repeatedly the important role that great principals play in recruiting and retaining the best teachers in challenging school environments. One teacher, Laura Strait, shared that she moved from Massachusetts to California just to work for an outstanding principal.
I have never seen a high-performing school without a great principal. Principals are key to education change efforts, and I can’t overstate the importance of courageous leadership.
As we work together to prepare our students for success, it’s vital for me to regularly tap into the collective wisdom of our schools’ instructional leaders. In two other conversations I had with educators last week, I met with principals in Toledo, Ohio, last Tuesday and in the District of Columbia on Friday. I wanted to hear from them about what’s working, what isn’t, and what the U.S. Department of Education can do to better support them. In both cases, I asked for a candid conversation, and I got it.
At D.C. Public Schools, I spoke with a group of 200 principals and central office leaders to thank them for their commitment to their students and schools and listen to their thoughts as they head back to school. I shared Laura Strait’s story – she’s a winner of TNTP’s prestigious Fishman Prize – and challenged them to be that principal, one who is so strong that a teacher would follow them across the country to teach in their school. That’s the kind of leadership we need everywhere.
At Toledo Public Schools’ Woodward High School, I met with nine principals of northwestern Ohio schools – from urban, rural and small town environments – to hear about the impact that all the changes happening now in K-12 education are having on their students, teachers and families. I was pleased to hear that Ohio’s Race to the Top grant has funded meaningful professional development that has helped to bring teachers at many schools out of their classroom silos to more effectively collaborate with their colleagues to meet the unique needs of each child. Race to the Top funding has also made some dramatic innovation possible: For example, it’s helping to transform the middle and high school in rural Van Wert, Ohio, into a New Tech school that utilizes cutting-edge resources to enable kids to fully develop the critical thinking skills that today’s employers need and tomorrow’s jobs will demand.
However, I also heard loud and clear from Ohio principals that the quick pace of change is causing angst for them and their staffs. From the transition to college- and career-ready standards and assessments to new teacher evaluations, there’s been an unprecedented amount of change within a short span of time. All of the principals made it very clear that they’re seeing strong progress in their schools, and don’t want to stop the momentum. As Woodward Principal Jack Renz said, “If you’re not moving forward, you’re falling behind.”
These are not easy times in education. What I hear from you, our principals and teachers, influences what we do at ED. As we start the school year, it’s important for districts, states and the staff at ED to hear your voices.
Can we build on positive momentum to help each student reach his or her full potential? If the answer lies with educators like those that I met last week –courageous principals and the passionate teachers who want to work with them – then I have no doubt in my mind that we can.
The Healthy, Hunger-Free Kids Act of 2010 enabled the U.S Department of Agriculture to make historic changes to the meals served in our nation’s schools. Breakfasts, lunches, and snacks sold during the school day are now more nutritious than ever, with less fat and sodium and more whole-grains, fruits, vegetables, lean protein, and low-fat dairy. For many kids, the meals they get at school may be the only nutritious meals they receive that day—and when children receive proper nourishment, they are not only healthier, but they also have better school attendance and perform better academically. It’s not enough, though, to make the meals healthier—we must ensure that children have access to those healthier foods.
The Healthy, Hunger-Free Kids Act authorized a program, known as the Community Eligibility Provision (CEP), that can help schools achieve their educational goals by ensuring that children in low-income communities have access to healthy meals at school so they are ready to learn. In this program, schools agree to offer breakfast and lunch for free to all students, and cover any costs that exceed the reimbursements from USDA. Designed to ease the burden of administering a high volume of applications for free and reduced price meals, CEP is a powerful tool to both increase child nutrition and reduce paperwork at the district, school, and household levels, which saves staff time and resources for cash-strapped school districts.
Starting this upcoming school year, the program is available to schools across the country. The decision to participate in the Community Eligibility Provision is a local one, and schools must decide for themselves whether this program is right for them. In order to give schools more time to make that decision, we recently extended the deadline to participate in School Year 2014-2015. Last month, USDA announced that schools now have until August 31 to enroll.
State educational agencies and local school districts often use data collected through the National School Lunch Program to carry out certain eligibility requirements for other programs, including Title I for schools serving students from low-income families. The Department of Education recently released guidance highlighting the range of options that schools have for implementing these requirements while also participating in CEP—and many districts already have successfully implemented Title I requirements using data that incorporate Community Eligibility. We strongly encourage schools and school districts that have not yet adopted CEP to review ED Guidance on Community Eligibility and Title I and USDA’s Resources on Community Eligibility, and carefully consider the positive impact that CEP can have for your students, schools, and communities.
This program has already been working in nearly 4,000 pilot schools across the country, some of which are already in their third year of participation and seeing tremendous results. Schools that participated in the pilot phase of this program saw increased participation and revenue from breakfast and lunch programs:
In Washington, D.C.’s public schools, Lindsey Palmer, school programs manager for the Office of the State Superintendent of Education, outlined why CEP has worked so well for D.C.’s schools; including reduced stigma, reduction in administrative functions, better prediction of federal school meals funding amounts based on previous participation, more resources available to improve the meals and overall program, and better reach to those students who really needed the benefits of the school meal program.
In New York, Larry Spring, superintendent of the Schenectady City School District, also offered high praise. His district can better focus efforts on food- insecure students and provide greater access to meals with the help of CEP. According to Superintendent Spring, his schools have enjoyed an increase in attendance since adopting CEP, which generally translates into higher test scores and improved academic achievement.
We want to give every child an opportunity to learn and thrive at school. CEP has the potential to bring the promise of healthy school meals to over 3,000 school districts nationwide. The Departments of Agriculture and Education have been working together to make sure that every eligible school knows about CEP and has the information they need to determine if it is right for them. To learn more visit USDA’s Food and Nutrition Service Website.
What if more Americans who dream of getting a college degree, and who hold a full- or part-time job could count on substantial – or even full – tuition assistance from their employer? What would that do to improve the prospects of individuals, families, and communities in this country? What would it do to increase the prosperity of our nation as a whole? How much closer would it put us to reaching the goal President Obama announced when he took office – that the U.S. will again lead the world in the proportion of college graduates?
Last August, the President called for innovative approaches to enable more students to access, afford, and complete college. Today, in New York City, I stood with Starbucks CEO Howard Schultz and Arizona State University President Michael Crow as they announced a bold new partnership they’ve named the Starbucks Onward College Achievement Plan.
Under the plan, many U.S.-based Starbucks employees (known within the company as “partners”) who work 20 hours a week or more will have help starting – or completing – their degree in over 40 online undergraduate degree programs offered by Arizona State. The plan is especially aimed at encouraging partners who started college, but because of costs or other commitments had to put their dreams on hold, to transfer their existing credits and get their degree. It offers the targeted services that first-in-family, minority, and other underserved learners may need to be successful in navigating the college experience, with built-in supports like enrollment coaches, financial aid counselors, and faculty advisors, to ensure that students make it across the finish line.
This model is innovative, in both its delivery – with online, adaptive, and personalized learning – and its focus on tuition reimbursement that rewards progress and degree completion. Efforts like this one also advance the fundamental American value of equity: that we all – regardless of income, background or any other factor – deserve the same chance to build a better life and realize our full potential.
A college education is the single best investment Americans can make in their future. But, the amount of debt that many students must take on to pursue the dream of going to college is simply unacceptable. Today, two like-minded leaders and their organizations are taking an important stand to combat these rising costs.
Since President Obama took office, this Administration has focused intently on doing all we can to keep college within reach of every American. We’ve made key investments in federal student aid, and made it simpler to apply. We’ve created new tools and resources that help students select a college and make informed college financing decisions before they decide to enroll. And, last week, the President announced new executive actions to support federal student loan borrowers, especially those at risk of defaulting on loans.
But, regaining America’s place as the world’s best-educated, most competitive workforce will take all of us working together. I can’t think of a worthier goal to pursue: everyone benefits from a better-educated workforce and society. It’s our shared responsibility as a nation to ensure opportunity for all. We need big thinking and bold action.
The Starbucks Onward Achievement Plan is an example of the type of innovation we need to see more of in the workforce and education sectors. It shows that together, we can achieve so much more than we ever could separately. I hope this example will encourage other business and education leaders to rise to the challenge, and develop their own creative solutions.
Sometimes conflict is the starting point on the path to progress.
That’s one of two possible ways events could play out in the wake of Vergara v. California, a court case that is driving enormous debate throughout the education world.
Brought on behalf of nine public school students, the Vergara case argued that California’s laws on teacher tenure and placement violate the right to an education in the state constitution. The lawsuit claimed that minority and low-income students are deprived of effective teachers by state laws that, in essence, award lifetime employment to teachers after as little as 18 months, and that require layoffs on the basis of seniority.
Last week, a judge agreed, saying these laws deprive students of their civil rights. The decision affirmed the fundamental duty to ensure that all students, regardless of zip code, family income or skin color, receive a quality education – starting with an effective teacher.
The question is, what happens now?
One possibility is a series of appeals, probably stretching across years, and similar suits in other states and districts. Both sides have the millions such a fight would require. Improvements for teachers and students would be slow in coming.
I hope it doesn’t turn out that way.
There’s a second path – which is for all involved to recognize, as the court did, that the status quo is broken, and get to work on alternatives that serve students well – and respect and value teachers and the profession of teaching.
The second path may be harder to achieve. This country has plenty of experience at lawyering up. It has less at finding consensus on tough public issues.
But I am convinced it can be done. There is a common-sense path forward – built on a recognition that the interests of teachers and of disadvantaged students are not opposed, but aligned. With commitment and collaboration, we can create systems that do these vital things:
Ensure that disadvantaged students have strong teachers
Establish a meaningful bar for teacher tenure
Retain the most effective teachers
Make it possible to remove teachers who are ineffective, even after a meaningful period of support
Too much of the reaction to Vergara has suggested that the needs of students and of teachers are at odds. On the contrary, both students and teachers will benefit in systems that use wise practices, including high-quality, thoughtful supports and incentives, to ensure that all students – and especially the most disadvantaged — have effective teachers. Students and teachers both benefit when school systems take concrete steps to elevate the teaching profession, to recognize, listen to and learn from the most effective educators, and establish practices and career paths for educators that enable them to hold on to the most effective educators.
Tenure itself is not the issue here. I absolutely support job security for effective teachers. I think it’s vital to protect teachers from arbitrary or ill-motivated job actions. But giving teachers tenure after only 18 months in the job — a practice that Vergara challenged — is not a meaningful bar. Awarding tenure to someone without a track record of improving student achievement doesn’t respect the craft of teaching, and it doesn’t serve children well. Likewise, in the unfortunate circumstances when teachers must be laid off, letting them go solely on the basis of seniority, without taking quality into account, doesn’t serve our students well. Such policies ignore teachers’ effectiveness and undercut the public’s confidence in public education.
Instead, let’s create rewards —and reduce barriers — to attract and keep talented teachers and to develop inspiring school principals, especially in neighborhoods where children need the most help. The challenges that students growing up in poverty bring to school can be enormous. Our school systems should act on that understanding by ensuring that such students have especially skilled teachers, principals, and support staff.
Let’s recognize that as a nation, we have a responsibility to better prepare and support our teachers throughout their careers. Let’s recognize and celebrate the strongest teachers and find opportunities for those who are willing to mentor their peers to do so. Let’s pay teachers in a way that recognizes their real value and importance to our society. Through such steps, we can do a better job of keeping strong teachers at every stage of their career – from promising early-career teachers to accomplished teachers who can mentor their colleagues.
Let’s have a conversation that is national in scope but local in its solutions. Let’s find a way forward that supports both students and educators.
And let’s learn from high-performing nations that translate their respect for the value of teachers into action. These countries pay all teachers well, recognize excellence, and offer pay and career rewards for working with the neediest kids.
Elevating teaching and school leadership is an imperative everywhere in this country, and something we have long worked to support at the federal level.
Our RESPECT blueprint pulled together the thinking of thousands of educators to lay out a vision for how we as a nation can transform the profession of teaching; a new initiative, Teach to Lead, responds to some of their recommendations with new ideas for putting teachers in leadership roles, and builds on the many effective examples of distributed leadership at work in our schools today. We’ve also collaborated with national education organizations, including the two major teachers unions, to spotlight and learn from examples where labor and management are working effectively together to support students and educators.
We are also putting a strong focus on how we can support states and school districts in more equitably providing great teachers to all students – a focus intensified by the work of our Equity and Excellence Commission. Our new Race to the Top-Opportunity proposal would invest in states and districts willing to tackle persistent, systemic opportunity gaps in access to resources, coursework, and effective educators. And we are promoting policies and making investments that target the many other inequities that can unfairly harm a child’s home life, as well as their education, and reduce their chances of going to college, being successful in a career and contributing to society.
After a dramatic, emotional week, it can be hard to recognize that there’s common ground among people and organizations that tend to be opposite each other in courtrooms, on television and at bargaining tables. But we can align in the fight against academic failure.
It took enormous courage for 10th grader Beatriz Vergara and her eight co-plaintiffs to stand up and demand change to a broken status quo. It’ll take courage from all of us to come to consensus on new solutions.
Arne Duncan is U.S. Secretary of Education and the former CEO of Chicago’s public schools.
Secretary Arne Duncan and Attorney General Eric Holder meet with the members of the Federal Reentry Council in Washington, D.C. to discuss efforts to improve education and employment outcomes among persons reentering communities following incarceration. (Photo credit: Department of Justice)
This past March, staff from our respective Departments met at the Robert F. Kennedy Center for Justice and Human Rights to hear from a group of seven formerly incarcerated youth. This amazing group – most of them now over the age of 18 – shared their experiences with the juvenile justice system.
No two stories were the same. Some youth shared that they received no educational services at all, not even books to read, during their time in the facility. While several youth had been identified for disabilities before they were incarcerated, many did not receive services aligned with their individualized education programs. Among the students who did receive instruction, the courses available did not provide credits toward a high school diploma.
We are grateful to these youth for their resilience, leadership, and bravery as they speak out about their experiences. It is time that we match our gratitude with a new commitment to reform, to ensure that every child placed in a facility has access to high-quality education services and the supports they need to successfully reenter their schools and communities.
Today, leaders from 22 agencies joined us for a Federal Interagency Reentry Council meeting to discuss actions to reduce reentry barriers to employment, health, housing, and education for individuals who are transitioning from incarceration to community. The meeting comes on the heels of the My Brother’s Keeper Task Force Report, submitted to President Obama last week, which recommends new action to address the persistent opportunity gaps faced by too many youth, particularly boys and young men of color, and ensure that all young people who are willing to do the hard work to get ahead can reach their full potential, including new efforts to enforce the rights of incarcerated youth to a quality education.
In keeping with that recommendation, we announced to our federal partners that we sent a letter to each state school superintendent, and each state attorney general. The letter highlights the importance of supporting youth in facilities, describes how federal dollars can fund improved services, and signals our coming work to clarify the components of high-quality correctional education services.
This step continues recent work by federal agencies to support incarcerated youth in juvenile justice facilities. We’ve funded model demonstration projects for students with disabilities returning from juvenile facilities and commissioned a report from the National Academy of Sciences to better understand the developmental needs of incarcerated youth. Moving forward, our departments will invest in a joint initiative to design an evidence-based education model for returning youth and to support demonstration projects in selected jurisdictions.
Our work builds upon the recent groundswell of state and local efforts, as well as private initiatives and investments in research, dedicated to strengthening services for incarcerated youth. Last year, we were amazed by the efforts at Maya Angelou Academy at New Beginnings Youth Development Center to provide all youth with access to English, Math, Social Studies, and Science classes aligned with the standards of the District of Columbia’s Public Schools. During our visit to the facility, students were reading Night, by Elie Wiesel.
Maya Angelou Academy has set the bar higher for our youth in juvenile justice, and others are doing the same.
States such as Oregon, Indiana, and Pennsylvania are increasing access to technology as one strategy for connecting youth in juvenile facilities with academic content comparable to their peers in traditional schools.
Thanks to the Council of State Governments Justice Center, we now have consensus among researchers, practitioners, and advocates – from the fields of education, health, juvenile justice, and law enforcement – regarding the necessary steps to keep youth in school, prevent their entry into the justice system, and ensure that youth in facilities get the supports and services they need.
Plenty of work remains. Too many places still exist where youth in facilities do not have access to quality education services, or worse, receive no services at all. We know that there is often confusion among education and justice officials about who is responsible for students’ education once they are placed in a juvenile detention setting. But we are heartened by the work of the Council of State Governments, the National Academy of Sciences, and others – an effort that represents growing national agreement that we have a collective responsibility to support, nurture, and prepare juvenile justice-involved youth.
That’s why we spoke up in a recent federal lawsuit in support of incarcerated youth with disabilities who alleged that they were placed in solitary confinement for 22 hours or more per day, discriminated against on the basis of their disability, and denied their right to a free and appropriate public education.
As noted in the My Brother’s Keeper Task Force report – when young people come into contact with the juvenile or criminal justice systems, these interactions should not put them off track for life. The President has set a goal that, by 2020, our nation will have the highest proportion of college graduates in the world and that all Americans complete at least one year or more of college or career training. We must ensure that our youth in correctional facilities can play their part in achieving that vision.
Arne Duncan is U.S. Secretary of Education and Eric Holder is U.S. Attorney General.
Education Secretary Arne Duncan, who chairs the White House Initiative on Asian Americans and Pacific Islanders, meets with community leaders from across the country to discuss educational challenges among AANHPI students. (by Bernadette Rietz)
May is Asian American and Pacific Islander Heritage Month, a time for us to celebrate the accomplishments of Asian Americans, Native Hawaiian, and Pacific Islanders (AANHPIs) and their contributions to this great nation. This year’s theme for the month is “I am Beyond,” which captures the aspirations of the American spirit and how Americans of Asian and Pacific Islander descent have always sought to excel beyond the challenges that have limited equal opportunity in America.
As chair of the White House Initiative on Asian Americans and Pacific Islanders, it is important that I hear directly from AANHPI leaders who work with our students and their families every day. Earlier this month, I had the opportunity to meet with community leaders who came from as far as Guam and Hawaii to discuss important issues that face AANHPI students around the country and in the Insular Areas. I was honored to have many key leaders at the Department of Education who have made working with AAPI populations a critical part of their work.
I heard important updates and requests on data disaggregation, Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), bullying and harassment, English Language Learners, boys and young men of color through the My Brother’s Keeper initiative, and native languages and culture-based education. Leaders emphasized that aggregated AANHPI data mask critical issues such as the alarmingly low college graduation rates for Southeast Asian Americans (12 percent of Laotian, 14 percent of Cambodian, and 26 percent of Vietnamese American populations) and Native Hawaiians and Pacific Islanders at 14.8 percent. I also heard about the high rates of bullying and harassment in these communities and that the Department could be helpful by helping raise awareness of AANAPISIs as Minority-Serving Institutions.
Knowing how important these issues are, I committed to continuing the conversations beyond this roundtable discussion, to explain our position on many issues, and to learn from the community on how the Department can improve our efforts to ensure equity for all. Members of the Education team will continue to meet with the AAPI community in the upcoming weeks and months to work on these issues, and I look forward to an update at the end of the year.
With the support of the Initiative, we have made progress on many of these issues, but we have more work ahead as we strive to improve educational experiences for AANHPI students.
Arne Duncan is Secretary of Education and Chair of the White House Initiative on Asian Americans and Pacific Islanders.
Fifty years ago today, President Lyndon Johnson gave a commencement speech that changed the relationship between our country and its people. In that speech, he offered a vision of a “Great Society,” and in few places has the mark of his vision remained stronger than in education.
Johnson, who himself had struggled to afford school to become a teacher, had a finely tuned sense of human potential, of justice, and of what was possible with hard work and a good education. In his speech at the University of Michigan, he asked America to see the powerful connection between educational opportunity and the nation’s economic and moral health. And he asked us to recognize that it was within our power, collectively, to change outcomes, to ensure decent opportunity for every child. Indeed, he knew our future depended on our seeing that truth.
Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal.
Today, eight million adult Americans, more than the entire population of Michigan, have not finished five years of school. Nearly 20 million have not finished eight years of school. Nearly 54 million — more than one-quarter of all America — have not even finished high school.
Each year more than 100,000 high school graduates with proved ability do not enter college because they cannot afford it. And if we cannot educate today’s youth, what will we do in 1970 when elementary school enrollment will be five million greater than 1960?
… Poverty must not be a bar to learning, and learning must offer an escape from poverty.
By some measures, we are far closer to the country Johnson knew we could become. As he noted, a quarter of this country hadn’t completed high school at the time of his speech; now, that figure is less than a tenth. Thanks in large part to federal grants and loans, college is a reality for millions of students who could not attend otherwise.
Perhaps just as important, we now have far greater proof of Johnson’s belief that education can change life trajectories, and far greater understanding of what it takes to make that opportunity possible.
Yet, as I arrive to work each day at the Department of Education — itself a descendant of his vision for a more equitable society, housed in the Lyndon Baines Johnson Building — I recognize that poverty and other circumstances of one’s birth, far too often, remain “a bar to learning.” And the need for education is, frankly, greater today than it was half a century ago. Today, paths to a good life without a good education have essentially vanished. Yet at every level, poverty and race are still far too closely tied to educational opportunity and educational success. From course offerings to suspension and expulsion rates to college enrollment and graduation, we are not yet the equitable society Johnson knew we were capable of becoming.
In another commencement speech Johnson gave, at Howard University in 1965, he said, “It is not enough just to open the gates of opportunity—all our must citizens must have the ability to walk through those gates.”
Those words rang true five decades ago, and they ring true today.
Anniversaries that commemorate milestones in our nation’s history give us the opportunity to reflect and also to look ahead. For me, this week provides such a moment, as we mark the 60th anniversary of the Supreme Court’s landmark decision in the case of Oliver Brown et al. v. Board of Education of Topeka, Kansas, which struck down Jim Crow segregation in our public schools.
Secretary Duncan stands with students at the Brown v. Board of Education National Historic Site during the 2012 Back-to-School Bus Tour. (Photo credit: U.S. Department of Education)
Has our country made progress since the 1950s? Absolutely. Nationally, our high school graduation rate is the highest ever, boosted especially by increases for black and Latino students. In our larger cities, where low-income families and students of color are concentrated, growth in student achievement is outpacing the rest of the country. And at America’s colleges and universities, non-white students now represent 40 percent of enrollment—more than double their proportion in 1980, shortly after the U.S. Department of Education opened with a mission to ensure equal educational opportunities for all students.
As someone born a decade after the Supreme Court decided Brown v. Board, I wish I could say that I can only imagine what a segregated school looked like. But in the 50 states and more than 300 schools I have visited as Secretary of Education, far too often I see lingering opportunity gaps, in communities isolated by race and income.
Brown outlawed the notion of “separate but equal” schooling or legal segregation, but it did not stop de facto segregation. Many school districts today are intensely segregated–as much as they have been at any time since after the death of the Rev. Martin Luther King, Jr. Many school districts that were desegregating in the 1960s and 1970s have since resegregated. And within metropolitan areas, educational opportunity and diversity can vary widely among dozens of urban and suburban school districts within a short drive of each other.
Today, about four in 10 black and Latino students attend intensely segregated schools, and white students are similarly isolated from their peers of color—only 14 percent of white students attend schools that you could consider multicultural.
By another measure — the roughly 10,000 complaints that my department’s Office for Civil Rights receives each year — inexcusable discrimination continues in too many places. Last year we resolved a case in an Alabama county where the predominately black high school did not offer the same level of challenging college prep courses as the district’s mostly white high school, which offered an array of Advanced Placement classes. In other places, harassment of students, teachers and school administrators has involved the use of Ku Klux Klan robes, nooses, and racist epithets.
Those are anecdotal instances of blatant discrimination and inequity in schools, and fortunately they are rare. Still, new civil rights data from all U.S. schools shows that as early as preschool, black students are disproportionately suspended and expelled. Students of color continue to attend schools that are disproportionately staffed by inexperienced teachers, with fewer resources and opportunities. These schools are commonly among the lowest-performing in their state.
In May 1954, the Supreme Court concluded that the doctrine of ‘separate but equal’ had no place in U.S. public education. In May of the following year, the Justices handed down a plan for how schools were to proceed with desegregation. (Photo credit: National Archives and Records Administration)
As the most flagrant examples of race discrimination have declined, new examples of discrimination and inequity have emerged. Cases involving mistreatment of LGBT students and immigrants learning English are all too common. And earlier this year, our civil rights office stepped in to end the practice in a New York school district of systemically reducing the grades of students simply because of their disabilities. So, if your child who needed accommodations due to his difficulty with reading got an A+ on his math test, that accomplishment got knocked down to a demoralizing D. What parent would be OK with that?
As a father, I want my children to attend school in a place that looks like where they will one day work, a school that reflects the diversity of the country in which they were fortunate to be born. Today’s de facto segregation denies students the many benefits that come from diversity, including the opportunity to learn from students of different backgrounds and prepare for the mix of viewpoints, abilities and global cultures they will encounter in their careers.
I reject the notion that we can’t reduce or eliminate the opportunity gaps that we see today. There are big things we can do, and there are big things we are doing now at the federal level.
In 1954, Brown v. Board may have seemed like the end of a long struggle for educational equality. In fact, it was the beginning. We face a lot of challenges today in our communities, our country and on our planet. To solve the big problems we need everyone to be able to work together. No one’s talent can go to waste.
Arne Duncan is the U.S. Secretary of Education.
For teaching and learning resources about this landmark court case, head here.
It’s easy to talk about the importance of college. But some folks really walk the walk.
I had the thrilling opportunity to meet some of them a few years ago, when I joined the college signing day at YES Prep in Houston, Texas. As I told the audience that day, I was moved nearly to tears as students announced their college plans to a cheering stadium, and signed letters committing to their college. It was the kind of unbridled enthusiasm we usually reserve for sporting events — and yet it was also like a family reunion. It was overwhelming.
Today, first lady Michelle Obama will take that experience to a whole new level when she gives a name to her college access initiative, Reach Higher, at the culmination of a city-wide college celebration in San Antonio, Texas. All week, the entire city has been focused on the vital importance of getting a college degree. Today, the first lady will witness an auditorium full of high school seniors committing to entering and completing college.
Their embrace of that goal is part of changing our country’s future. A generation ago, our young people were first in the world in their college completion rate — but now we are 12th in the world. President Obama has set a goal of reclaiming our world leadership.
And we are seeing some really important progress. Earlier this week, I had the pleasure of announcing our new cohort high school graduation rate, which at 80 percent is the highest in US history. And last month, we learned that attainment of college degrees last year saw its biggest rise since 2008.
These improvements are badly needed and long in coming. African-American, Latino and low-income students have helped to drive many recent increases in high school graduation and college-going — but they still don’t have the same opportunities, or the same success rates, as many other students. The need for equitable opportunities has always been pressing — but is even more so as we project that this fall, America’s public school students will for the first time be mostly nonwhite. We are working hard to ensure stronger opportunities — but we have a long way to go.
And college matters in a way that it never has before — because without some postsecondary education, there are very few opportunities in today’s knowledge-based economy.
The first lady understands this at her core. Fighting for and committing to getting a great education isn’t some intellectual exercise for the first lady. She lived this experience on Chicago’s South Side. Her parents didn’t have a college education, but they pushed her and her brother Craig to work hard in high school and concentrate on getting a college degree. She pushed herself to study as hard as possible — benefiting from the encouragement of those who supported her, and pushing past the doubts of those who didn’t. So when students hear from her, when she tells her own story of perseverance in high school, in college, in law school — they listen. Because they understand that she’s not that different from any of them. All those struggles, whether it was picking classes, navigating student loans, or even just knowing the right sized sheets to bring that first day of college — she’s faced them, persevered, and been successful thanks to getting a great education. And she wants to make sure others understand how to navigate that path.
So I feel really lucky to have her as a better partner to inspire students across the country and push them to reach higher and commit to postsecondary education. In San Antonio, she won’t just be celebrating the importance of the college-going culture in one city, but the college-going culture she’s trying to create across the country. Her story, her candor, and her energy ensure that young people across this country will reach higher — and will achieve more.
“The best ideas come from outside Washington, D.C.” I’ve used that phrase in a lot of speeches and conversations during the past five years, and I repeat it because it’s true. Earlier this month in Hawaii, I visited two schools and talked with military families at Joint Base Pearl Harbor Hickam about college and career ready standards. The stop in Hawaii marked my 50th state that I’ve visited since being Secretary, and the visit once again reinforced the importance of listening to what matters most at the local level.
During the past five years, whether my visit was to a conference, a community center, a business, an early childhood center, a university, or one of the more than 340 schools I’ve stopped by, I’ve come away with new insight and knowledge into the challenges local communities face, and the creative ways people are addressing them. I know that in order to do this job well, it’s vital to never stop listening, especially to those in the classroom each day.
Across the country I’ve witnessed courage in action. States and districts are raising standards and expectations for students, and teachers are thinking deeply about their practice and their profession. And thanks to the hard work of parents, community members, educators, and students themselves, the high school graduation rate is now the highest on record.
Many of the states I’ve visited have brought unexpected surprises. At YES College Prep in Houston, the spirit of the student body moved me as it gathered for its annual College Signing Day. In Columbus, N.M., I saw the conviction and dedication of educators as they grapple with providing a quality education to more than 400 students who cross the U.S.-Mexico border each morning. And in Joplin, Mo., I witnessed a community working together to ensure students continued their education after a tornado destroyed the high school and killed many of their family members.
As I travelled the country, I saw places that inspired me, and others that left me angry, or heartbroken. I’ve visited schools where education funding is too low, and the buildings are in need of desperate repair. I’ve been to neighborhoods where poverty and crime present unique challenges to educators and administrators. I’ve listened to students talk openly about not feeling challenged or inspired. And when I met with grieving parents from Newtown, Conn., I once again saw how devastating gun violence can be for our children and communities.
We must continue to invest at every level of our educational system, from preschool to higher ed. We must fight for our children’s right to grow up safe, free of fear, in schools and communities that cherish and nurture them.
After 50 states, and visits in urban centers, remote rural schools and tribal communities, I am more optimistic than ever. I’m optimistic because of the educators I’ve met, because of the parents and community leaders that rally for great education, and because students everywhere demonstrate their deep conviction that working hard and getting a great education will transform their life chances. They come to school every day because they feel safe, they feel engaged, and they feel loved and valued by their teachers.
America’s public schools embody our American values of creativity, industry and ingenuity, and from Hawaii to Maine, I am fortunate to have learned this firsthand.