This law represents a landmark civil rights measure that has helped to give all children the opportunity to develop their talents and contribute to their communities. IDEA opened the doors of public schools to millions of children with disabilities.
Before the law was passed, children with disabilities in this country were not guaranteed equal access to a quality education. More than 40 years ago, nearly 1.8 million children with disabilities were excluded from public schools. In 1970, just five years before IDEA was enacted, only one in five children with disabilities had access to a quality education. In some states, many students with both physical and mental disabilities were denied an education—essentially shut out of classrooms across the country.
Education for students, including students with disabilities, has improved significantly since that time. Classrooms have become more inclusive and the future for children with disabilities is brighter. Significant progress has been made toward protecting the rights of, meeting the individual needs of, and improving educational results for students with disabilities.
Today, nearly 62 percent of students with disabilities are in general education classrooms. Early intervention services are now being provided to more than 340,000 infants and toddlers with disabilities and their families. Before IDEA, these services were not always available. Today, over 6.9 million students with disabilities have access to special education and related services. These services are often designed specifically for students to meet their unique needs.
While tremendous progress has been made over the years, we must continue the hard work to address the challenges that still exist. Although we are able to help many individual students to achieve their goals, we must continue to work at ensuring that all children have the supports they need and to find ways to ensure they can reach their full potential.
For more information, visit the Department’s new website featuring resources developed by our grantees, instructional best practices, assessments, and information on student engagement, school climate, home and school partnerships, and post-school transitions for students with disabilities.
Hannah Smith is an intern in the Office of Communications and Outreach at the U.S. Department of Education and a Senior a the University of Missouri.
No matter who you are, where you grew up or what you want to do, we all know digital skills and connectivity are crucial for success in today’s job market.
And so, as part of the Obama Administration’s Generation Indigenous (Gen-I) initiative to invest in opportunities for Native youth success and the President’s ConnectED initiative to provide access to digital learning and education technology resources, Interior is moving forward with a public-private partnership between the Department and Verizon to provide more than 1,000 Native American students nationwide with improved access to digital technology in their classrooms and dorms. The President announced this ConnectED commitment in his visit to Standing Rock last year, and it delivers on a recommendation from the Bureau of Indian Education (BIE) Blueprint for Reform that Interior invest in educational technology for its schools.
By early next year, thanks to this new partnership, 10 dormitories funded by the BIE will have high-speed wireless Internet and Microsoft Nokia tablets, enabling students to use vital tools for learning 24/7.
According to a recent White House report, Native youth have the lowest high school graduation rate of students across all schools. Forward-thinking solutions like this partnership are critical if we’re going to change those numbers for the better. Improved access to technology helps meet some of the critical educational needs for Native students while empowering tribal communities to provide high quality, academically rigorous and culturally relevant education to their students.
On their tablets, students can access educational apps for STEM — or science, technology, engineering and math subjects — as well as programs that can preserve and strengthen their tribal identity and cultures. Verizon is also providing free wireless data to students for two years, which includes data use on the educational tablets donated by the Microsoft Corporation. And through a partnership with Boys & Girls Clubs of America in Indian Country, Verizon is hosting two years of free digital training, services and support for students — as well as teachers and dormitory staff.
In a few weeks, I’ll visit the Winslow dormitory on the Navajo Nation to see firsthand how these new digital tools are helping students learn and achieve their educational goals inside and outside the classroom. Through new investments, increased engagement, multiple partnerships, and a culturally appropriate approach, we’re working to ensure that Native youth have the tools they need to reach their full potential.
A month ago, 100 teacher leaders gathered near Tacoma, Washington, for the fifth regional Teach to Lead Summit with hopes of learning how to address challenges in their schools.
These summits are part of the Teach to Lead initiative, created by the U.S. Department of Education (ED) and the National Board for Professional Teaching Standards (NBPTS) to expand opportunities for teachers to lead, particularly those allowing teachers to stay in the classroom.
Two of us came to the summit from the Louisa Boren K-8 STEM School in Seattle, where we focus on low student literacy skills. We left this two-day meeting filled with energy and ideas to address our concerns, many of which our school has immediately begun to implement. Our rapid progress is amazing!
Since Louisa Boren opened in 2011, teachers have watched their students master subjects that today’s global job market rewards — science, technology, engineering and mathematics.
Our students’ language arts skills, however, often don’t keep pace. Too many haven’t grasped phonics, don’t know how to break down words into syllables and lack skills that eventually will be needed to analyze complex literature.
We hoped the Teach to Lead Summit could set us on the right path, and we weren’t disappointed. During the summit we developed a concrete reform plan to take back to our school, “Literacy is the Backbone of STEM.” With support from one of the 70 educators present at the summit (our “critical friend”), we learned to:
Develop a “logic model,” which is a framework for evaluating a program and finding ways to improve it. We first clarified exactly what our problem is, then created goals to move us beyond the problem and finally developed steps and activities to reach the goals. Our biggest challenge is that Seattle hasn’t adopted an elementary school literacy curriculum in 14 years, so teachers in our project-based school have no common way to teach literacy. Consequently, students don’t have aligned literacy instruction and no consistent literacy assessments, nor is a structure in place to discuss student data and use it to inform instructional practice. Our aim is to provide instruction that is aligned within all classrooms at a particular grade, as well as from one grade to the next
Create an “elevator speech,” which provides us and other school educators with a short, clear, and consistent message about literacy expectations, which we can now share and communicate to and between the staff and the community
Use our critical friend, who was assigned to us at the summit, to guide us in developing our school’s logic model and helping us and our school find appropriate instructional resources
Since the summit ended, our work to implement literacy reforms has accelerated. In just one month, teacher leaders at our school (1) gave an elevator speech to the principal and presented the logic model; (2) developed and distributed a staff survey to learn how the STEM staff can align literacy instruction and assessment within the context of the school’s project-based learning environment; (3) developed literacy professional development plans; (4) gathered information to guide the improvement of classroom libraries; (5) made a presentation to the PTA president to gain support for literacy reforms, as well as more money for books; and (6) took steps to involve parents in the conversations and reforms.
And the work continues! We hope our logic model eventually can grow to address literacy issues not just within Louisa Boren, but throughout all Seattle Public Schools.
Mary Bannister is a teacher-librarian and Jodi Williamson is a second-grade teacher at the Louisa Boren K-8 STEM School in Seattle. Both teachers are certified by NBPTS.
Last week the U.S. Department of Education (ED) hosted its first ParentCamp USA with over 200 participants from across the country.
The ParentCamp participants joined ED staff to build relationships, network, and talk about the issues parents face every day. ParentCamp, like the EDCamp “unconference” model for educator engagement and professional growth, provides an opportunity for families to engage in facilitated conversations that are of interest to them. Conversation topics were generated by registered participants with other topics added to the conversation board as people gathered for the day’s activities. Through discussions and sharing, parents and educators came away from sessions with effective ideas used in other parts of the country. It was a wonderfully, positive experience with many participants planning on hosting ParentCamps in their own communities.
While we know that families are children’s first and most important teacher, advocate, and nurturer, they are not necessarily seen as the experts when it comes to educating their children. Families may be the most important resource educators have for supporting positive outcomes for all children, and yet, they are often the most underutilized asset a district or school could have. It is our hope that ParentCamp USA will start conversations and build the relationships needed to create purposeful family, school, and community partnerships to improve schools and student outcomes.
Over the coming months, ED is committed to hosting and participating in ParentCamps across the country and to gathering and disseminating the tools and resources states, districts, schools and families need to build meaningful partnerships. We understand that great work is happening all across the country and want to hear your stories of successful family, school and community engagement. It is our hope that every educator will have the knowledge, tools and support they need to meet the hopes and dreams that every parent has for his or her child. After all, it doesn’t just take a village to raise a child; it takes a village to educate a child.
You can find more information about the Department’s October 26th ParentCamp USA on our Facebook page.
Please check back for more information coming soon on how you can share your stories and be a part of a movement to support family, school and community partnerships in your community.
Tell Us Your Story
One of the best ways to start the conversation is through the exchange of best practices. In the form below, tell us about a successful family engagement program in your community and we’ll share it with our readers.
Vicki Myers is a Special Assistant in the Office of Elementary and Secondary Education at the U.S. Department of Education.
When I received an email about ParentCampUSA from my Managing Partner with the subject line “GO TO THIS,” I RSVP’d immediately. Seriously, who wouldn’t want to go to a camp for parents at the Department of Education? As I read more about the objective for ParentCampUSA, I realized I could not pass up the opportunity to go to a conference dedicated to helping me become more engaged in my children’s education. Really? Someone out there besides me thinks I should be engaged with the system that is responsible for my children’s road to success? Count me in!!
Truth be told I know schools want parents to be engaged in their children’s learning as well as active at their children’s school. As a school psychologist and a parent of school-aged kids, I feel I have a solid understanding of what parent engagement should be and why it is important. What I sometimes struggle with are the When, Where, and Hows of parent engagement in schools. This may be because as a military family we have moved eight times in 16 years, and when my oldest child started 7th grade, he was starting his 9th school. Transitioning between schools so frequently makes it difficult to get involved – to engage – because it isn’t always clear how a school promotes parent engagement beyond typical volunteering roles. I have found that if I take the initiative and approach educators with ideas for helping at the school they are receptive. It could be suggested if schools took the initiative to engage parents on multiple levels and invite them to schools, parents would dive in and get involved!
I went to ParentCampUSA to learn more about this initiative and determine how I can play a role in encouraging other military families to engage with their schools and learn ways to increase Parent Engagement in my school community. I left ParentCampUSA with a sense of empowerment and have already started reaching out to the school community. Keep these following takeaways from ParentCampUSA in mind if you want to join, or start, the conversation on When, Where and How you can improve Parent Engagement at your school.
Parent Engagement is about building a relationship between educators and families by connecting parents to the school in ways that have nothing to do with volunteering and everything to do with empowering families to play a major role in their child’s education.
Parents are stakeholders in the education system their children are in and entitled to a seat at the table, a voice in the discussion, and a vote in decision-making.
Parent Engagement efforts should be based on the needs of the families at the school. Many schools have subgroups of students with specific needs, and their parents have specific needs as well. For example, a school with military connected students should be engaging those parents at the school level, learning about their unique needs, and collaborating with these families to better meet those needs. (Note: These steps may be taken for any subgroup including ESL, immigrant populations, homeless families, families with special needs children, etc.)
Schools would benefit from providing the framework for parent groups. Let the schools act as the center of the community and bring parents and teachers together to discuss hot topics they are facing raising and teaching children in today’s world. Schools can bring in experts from the field from whom parents and educators alike can learn from.
I went to ParentCampUSA and put on my military family lens to determine how I can better connect the military community with the school community. I strongly believe the way to do this is to encourage parents and educators to partner together and determine When, Where and How improving Parent Engagement in a school takes place. If you are interested in bringing a ParentCampUSA to Northern VA, contact us, and we will work together to do so. If you are interested in exploring the unique needs of military families and want to include this in an upcoming ParentCamp, contact Families on the Home Front, we will help, we’re in this together!
In December 1983, a 12-year-old girl was uprooted from her school, friends and neighborhood due to the El Salvadorian civil war. When she arrived in the U.S., her family faced acculturation, discrimination and struggled to make ends meet. Their support system became their local church and community center. For this girl, school was crucial for social interaction, academics, and guidance and she began to excel academically. Although her mother had not gone to school past the 8th grade, this girl’s dream was to attend college. During her senior year in high school, her future was uncertain due to her visa status. At the end of the school year a notice came in the mail announcing that the family’s green cards had been processed and — the biggest news — that she could attend college.
I was that girl.
My path led me to becoming a school social worker, serving a diverse group of students in the Washington, D.C., Metro area. Some are children, like me, who were forced to leave their country due to violence and abuse. I am on the front lines bridging school, home, and community. Immigrant children bring rich cultural backgrounds to our schools and expose their peers to different ways of understanding the world. It makes school a true global educational experience and encourages teachers to become creative in their differentiation strategies. But many immigrant children struggle with learning due to traumatic experiences, lack of resources and the daily fear that they or their parents could be deported.
Recently, for example, a young immigrant mother shared her story for the first time with me, disclosing that her five-year-old son had told her on several occasions that he wanted to die. She also told me about the violence she had experienced as a child and recalled the day she and her son witnessed her aunt’s murder. When she made the journey to the U.S., she had to leave her son with a relative where he was exposed to verbal and physical abuse. At age five, he crossed the border, and had to readjust to living with his mother, attending a new school, learning a new language, and living in a new country. In school he had difficulty remembering and staying focused. It was hard to find services, such as a mental health provider, for the family because of their immigration status and income. The family was eventually linked to a program that offers individual and family therapy. During this process the boy and his mother were facing deportation and were referred to an immigration lawyer.
The boy is now in fifth grade and has progressed socially and academically. He is reading on grade level and actively contributes in his classroom. His mother is attending English classes. She plans to study nursing and make sure her son attends college. He wants to become a police officer when he grows up. His dreams could become reality with Deferred Action for Childhood Arrivals (DACA), a policy that allows undocumented individuals who arrived in the U.S. before age 16 and who meet certain criteria to receive relief from removal or two years and work authorization (more information can be found here).
As school social workers we need to be up to date on immigration laws and have resources available for all families that enter our schools. It is our job as social workers, counselors, teachers, and administrators to ensure that all students and parents have access to the information and resources they need. I learned from a young age that schools are a safe haven for undocumented students. Let us become champions these students deserve.
Ana Bonilla is a social worker for Alexandria City Public School System and the 2014 National Social Worker of the Year.
Resources for serving undocumented youth can be found here. More information about educational supports for immigrants, refugees, asylees, and other new Americans can be found here.
“My life would be so much better if you were dead.”
The hate slurred its way out of his drunken mouth. His eyes were small, squinting with rage and disgust. It was a typical day – typical then was grossly defined by insults, tears, anxiety, panic attacks, and fear. In spite of the level of creativity he had employed with his words and my increasing numbness to his behavior, this felt different. I was scared. I was broken.
According to the National Coalition Against Domestic Violence (NCADV), every 9 seconds in the U.S. a woman is assaulted or beaten, and on a typical day, there are more than 20,000 phone calls placed to domestic violence hotlines nationwide. One of those calls was mine. There are many reasons people, in particular women, do not leave their abusive partners – from being afraid of being alone to feeling pressure from family and/or the community. This is especially of concern for women of color and the LGBT community. For the one in three Hispanic women who experience domestic violence in their lifetime, cultural and societal values and pressures, limited education and/or financial resources, language barrier, lack of support and immigration status can all play a role in their ability to report and survive the abuse.
I struggled with labeling myself as a victim. Many others do too. The lack of awareness and education about the issue can mask and hinder someone’s ability to recognize the warning signs and subsequently, ask for help. Furthermore, understanding what abuse is, is as critical as recognizing the different types of abuse that exist. Implications of domestic abuse are significant, including the impact this has on children. NCADV states that 1 in 15 children are exposed to intimate partner violence each year. Little is still known about the full extent of the issue but key findings highlight the many risks and challenges that can last throughout their lives. For many others, including me, this is the hardest aspect throughout and after separation. Survivors of domestic violence, who are parents, will need to navigate the justice system for child custody or child support. This severely nuanced issue is often exacerbated by the manner in which police responds (reactive, not incredibly helpful), how abusers are prosecuted (if at all), and how victims of domestic abuse are treated in the court (often dismissed, at times demeaned). Much work still needs to be done on all fronts to increase the awareness of the serious, long-term consequences domestic abuse has on victims and their families.
What helped me survive? Put simply, education saved my life. The day of the beginning of my new chapter, I wrote notes to Arne Duncan and Alejandra Ceja, two of my friends and mentors. They, and a few others close friends, helped me reframe my narrative by believing in me and looking past my muted self. Through the empowerment that was linked to returning to school to finish my undergraduate degree and helping lead an ambitious educational, national agenda on behalf of the nation’s Latino community, I was able to see that I was more than I was made to believe. I was able to see the light at the end of the tunnel and work my way towards peace and forgiveness. It was the hardest thing I’ve ever done, and while I navigate through the residue, I cannot overstate the life-changing meaning of having people see YOU, for whom you are and can be.
The work I do has given my children and me the confidence to withstand what comes next. This is also at the core of what President Obama and his administration, have done for not just me, but for millions of others – helping ensure everyone has a chance to succeed and providing people with second chances to live up to their full potential. Ensuring all children, including girls and young women, have access to an education will have an impact for generations to come. For my children, it already has:
As a survivor, guilt can set in frequently. One day I apologized to my son for working long hours, spending endless nights on homework that inevitably take me away from being present. For me, the commitment to education, both on a personal and professional level, is what will bring us out of a lingering despair and into a world of opportunity. He looked at me and said, “Mom, I’m okay. It’s okay. What you are doing…that’s far more important. You are trying to help millions of other kids who have it worse than we do.”
What can you do to help? The National Domestic Violence Hotline features ways to get involved, including volunteering and donating to organizations that provide support for survivors. For me, working with other survivors and with advocates has been instrumental and inspiring. Every day, people are abused, dismissed, shamed and judged and it is up to all of us, to be part of the solution. Please share the resources found throughout this piece, help someone by empowering them, or simply listen or talk about the issue. It can make a world of a difference.
To learn more, including statistics, warning signs, and resources and/or if you or someone you know needs assistance, call the National Domestic Violence Hotline at 1-800-799-SAFE or visit www.TheHotline.org.
Maribel Duran is a mother of two; Chief of Staff, White House Initiative on Educational Excellence for Hispanics; Member, White House’s Council on Women and Girls; Domestic Abuse Survivor
Washington, Sept. 2015: Four years ago President Barack Obama launched an initiative entitled “The President’s Interfaith and Community Service Campus Challenge“. As the name indicates, the President challenged the Institutions of Higher Education of his country to sound out new opportunities for inter-faith dialogue and to initiate multi-faith projects for the welfare of society. So far more than 500 universities and colleges with over three million students have followed this initiative. Some of these projects are impressive examples of inter-faith cooperation, working for instance with schools in underprivileged areas or with refugees. For this year´s conference in Washington, for the first time 50 international guests from across six continents joined the 450 delegates from American universities and colleges. Altogether, 30 different nations and as many different religious backgrounds were represented. At the invitation of Dr. Kenneth Bedell from the U.S. Department of Education, Achim Härtner, E. Stanley Jones Professor of Evangelism at Reutlingen School of Theology (Germany), participated, representing the United Methodist Church in the German-speaking part of Europe. At the receptions in the White House and in the Turkish Embassy, as well as in lectures and panel discussions at Howard University and George Washington University, the urgent need for cooperation across religious borders in community service was strongly emphasized. Above all, the migration crisis caused by people fleeing from war and terror are creating increasing challenges world-wide. This calls out for refugees to be supported in their distress and for new perspectives to be offered in countries far from home. During the engaging discussions, there was widespread realization that a reinforced inter-faith effort for better living conditions for as many people as possible cannot be achieved without intentional efforts. This includes the willingness to leave one’s comfort zone and to practice, in current Methodist terms, “radical hospitality”. Melissa Rogers, Executive Director of the White House Office of Faith-based and Neighborhood Partnerships, reminded the conference of Barack Obama’s fundamental conviction: “Instead of driving us apart, religion should bring us together, for the welfare of all.“ The President himself addressed the delegates in a video message and concluded: “It’s going to take all of, as Christians and Jews, Hindus and Muslims, believers and non-believers, to meet the challenges of the 21st century. With your help, I know we will!”
E.-Stanley-Jones Professor of Evangelism & Christian Education Theologische Hochschule Reutlingen / Reutlingen School of Theology, Germany
On September 18, the White House Initiative on Educational Excellence for African Americans held a panel discussion titled, “Overcoming the Odds: STEM Education and College Completion for African Americans” during the Congressional Black Caucus 45th Annual Legislative Conference at the Walter E. Washington Convention Center. The panelists: Dr. Gwendolyn Boyd, President, Alabama State University; Ken Barrett, Chief Diversity Officer, General Motors; Beverly Bond, Founder and Executive Director of Black Girls Rock and Girls Rock Tech; Kaya Thomas, Developer, We Read Too; Dr. Christopher Emdin, Associate Professor, Department of Mathematics, Science, and Technology, Teachers College, Columbia University; and Kamau Bobb, Program Officer at the National Science Foundation in the Directorate for Computer & Information Science & Engineering, highlighted opportunities to address the underrepresentation of minorities in Science Technology Engineering and Mathematics (STEM) programs and careers. Panelists provided ways caring and concerned adults can increase engagement and success in STEM for Black youth. Two critical ways with solutions generated during the panel discussion are discussed below.
Panelists, Beverly Bond, discussed her work in founding Black Girls Rock and the importance of providing platforms upon which Black students can feel affirmed, be inspired and supported in pursuing passion—especially in STEM. Bond underscored the importance of affirming Black STEM scholars “Black children are taught by mainstream society that they’re undesirable,” she said, “We can change their attitudes by introducing them to others like them.” Panelist Kayla Thomas, creator of the app We Read Too emphasized the importance of working with Black youth to “show how the classes that they are taking can lead to a career later on.”
Panelists and participants alike discussed the need to change the way we talk about STEM. A high school student spoke of loving math until it became too challenging and those around him suggested it was too hard to figure out. Dr. Emdin affirmed the young brother’s brilliance and challenged him to celebrate the many natural connections between physics and basketball, which he said he loved.
Dr. Gwendolyn Boyd, president of Alabama State University highlighted how Historically Black Colleges and Universities are supporting African American STEM scholars by providing rigorous science and technology and ensuring Black youth feel “at home.”
Closing the preparation gap by ensuring that schools offer courses required for future STEM careers including Algebra and Computer Science.
Panelists stressed the importance of exposing African American children to STEM concepts and experiences early, using every day occurrences like the weather and grocery shopping as a practical way to introduce STEM vocabulary. While parents play an important role in teaching, schools must also be equipped to teach STEM starting in Kindergarten and continuing with upper level math and science courses in high school. Kamau Bobb, Program Director at the National Science Foundation discussed the fact that most African American students attend schools that do not offer the course required to enter into STEM careers or to pursue STEM majors. Bob and Dr. Christopher Emdin, Associate Professor at Columbia University, encouraged attendees to ask educators and schools what courses are offered to students and to demand access to the courses required to ensure Black students graduate from high school ready for college or 21st century careers. David Johns, Executive Director of the White House Initiative on Educational Excellence for African Americans and moderator of the panel, closed the discussion by imploring all caring and concerned adults to show up, to “mentor, advocate for and otherwise support the learning and development of African American children without apology.”
Johns also announced the launch of AfAmEdFilms on September 21, 2015 at the White House. The first film, Code: Debugging the Gender Gap, continued the discussion of racial and gender disparities in STEM programs and careers and provided a platform for a solutions-oriented discussion of ways to increase access and opportunity to the STEM pipeline for Black youth. The film, as well as the panel discussion, supported several priorities of President Obama’s administration including efforts to increase access to and success in STEM courses and careers and supporting women and girls of color.
AfAmEdFilms will highlight films and multimedia that disrupt negative stereotypes and depict positive and compelling stories of African American students, families, and communities striving for academic excellence. AfAmEdFilms will also encourage active engagement and showcase resources to facilitate opportunities for caring and concerned adults to support the learning and development of African Americans. For more information, please visit http://www.ed.gov/edblogs/whieeaa/.
Jaasmin Foote earned a B.A. in English from Hood College. Lauren Mims is a graduate student at the University of Virginia.
Last week, the U.S. Department of Education announced the completion of the English Learner Tool Kit, designed to support educators in ensuring equal access to a high-quality education for English Learners (EL). This tool kit complements the English Learner Guidance that was released in January 2015 by the U.S. Departments of Education and Justice to remind states and school districts of their civil rights obligations to EL students and Limited English Proficient parents.
The tool kit was unveiled at Bruce Monroe Elementary School at Park View in Washington, D.C. On hand at the event were Vanita Gupta, principal deputy assistant attorney general and head of the Civil Rights Division at the Justice Department; District of Columbia Public Schools Chancellor Kaya Henderson; and John King, the Education Department’s senior advisor delegated duties of deputy secretary of education.
As teachers who work at the Department of Education as Teaching Ambassador Fellows, we are excited about the access this tool kit gives educators to clear-cut guidance and research on best practices in the field.
The EL Tool Kit is divided into chapters on topics such as identifying all English Learners, addressing English Learners with disabilities, and evaluating the effectiveness of a school district’s program. Each chapter can be downloaded separately and information is grouped into easy-to-find topics. For each chapter, there are key points and examples, as well as adaptations of and links to resources created and maintained by public and private organizations. By bringing together all these resources into one easy-to-use location, teachers, principals, and districts have an accessible tool kit full of free resources.
ED’s John King talking with educators about the Tool Kit.
Across the country, public school teachers serve more than 5 million ELs. As teachers ourselves, we can attest that being given a tool that provides support for closing the achievement gap between ELs and native English speakers is invaluable. Looking at this new resource, we are reminded of the many EL students who have sat in our classrooms, bringing with them a rich diversity of languages, cultures, and experiences. As educators, we are hopeful that this new resource will make it less complicated to find answers about how to best meet the needs of our students and provide them with every opportunity to reach their fullest potential.
Today, nearly one in four students in our nation’s public elementary and secondary schools is Hispanic. Yet, less than one in 10 teachers—or roughly just 8 percent of America’s teaching force—is Hispanic. As the Hispanic population grows, it’s critically important that our teacher workforce reflects our increasingly diverse nation. Hispanic children can benefit by being taught by educators who share their experiences and culture. But it’s also important for all students to learn from teachers who are diverse, dedicated, and passionate.
Every parent knows the difference a great teacher makes. And research shows the enormous good that skilled, well-trained teachers can do. Throughout this week, the Initiative will feature online profiles of caring and committed professionals who serve in our schools and inspire young people to achieve their greatest potential.
Watch the video, engage in the discussion on Twitter, and consider becoming involved in the Latinos Teach movement by committing to a career in education.
“A teacher can have a powerful impact on Hispanic students; not just sharing knowledge and helping them grow, but also serving as a role model,” noted Alejandra Ceja, executive director of the Initiative. “We are grateful for the leadership and dedication of the many talented Hispanic teachers in our nation’s schools; and through the #LatinosTeach campaign, we hope to inspire even more Latinos to consider the teaching profession as a way to give back to their communities.”
For more information about the Initiative and other efforts celebrating its 25th Anniversary Year of Action and Hispanic Heritage Month, visit ed.gov/HispanicInitiative.
On September 21, nearly 100 high school students from Washington D.C., Maryland, and Virginia gathered at the White House to participate in the launch of the White House Initiative on Educational Excellence for African Americans’ (Initiative) Screening and Discussion Series (AfAmEdFilms). Panelists who spoke during the event include: Robin Hauser Reynolds, Director of Code: Debugging the Gender Gap; Dr. Kimberlyn Leary, Senior Advisor to the White House Council on Women and Girls; Dr. Kamau Bobb, Program Director and Directorate for Computer and Information Science & Engineering at the National Science Foundation; and Chiamaka Okoroha of Microsoft.
AfAmEdFilms will highlight films and multimedia that disrupt negative stereotypes and depict positive and compelling stories of African American students, families, and communities striving for academic excellence. AfAmEdFilms will also encourage active engagement and showcase resources to facilitate opportunities for caring and concerned adults to support the learning and development of African Americans. The first film, Code: Debugging the Gender Gap, discussed racial and gender disparities in STEM programs and careers and provided a platform for a solutions-oriented discussion of ways to increase access and opportunity to the STEM pipeline for Black youth. The film supports several priorities of President Obama’s administration including efforts to increase access to and success in STEM courses and careers and supporting women and girls of color.
Megan Smith, United States Chief Technology Officer Policy, provided opening remarks, encouraging students to see the “magic in technology, math and science.” Kimberly Bryant, Founder of Black Girls Code, addressed the audience, arguing that the solution to increasing the number of Black women and girls in STEM is to, “get girls interested in coding early on, so we can change the pipeline. The future is literally in your hands, and it will be written in code. There is no knowledge gap, just an opportunity gap,” she said.
During the panel discussion following the screening, of CODE David Johns, Initiative Executive Director, highlighted how the Initiative is increasing STEM success, including by collaborating with the National Science Foundation to ensure that students have access to Computer Science, Algebra, and other gateway courses required for success in STEM.
Miaela N. Thomas, M.S., School Counselor of Frederick Douglass High School, watched a transformation in her student as the youngest panel member, recent Computer Science graduate Chiamaka Okoroha, spoke on the panel. “The look in her eyes was something I’d never seen before and when she said, ‘I want to take a picture with her and meet her, I knew then that she had finalized what she wanted to major in when she goes to college,” she said.
Johns closed by reminding the students they are obligated to graduate from college; find their passion by celebrating and creating things that interest and move them; and use their brilliance for good—to improve our communities and our country.
Each month, the AfAmEdFilm Series will highlight an important theme in the field of African American education. For more information visit www.ed.gov/AfAmEducation.
Additional Films included in the AfAmEdFilms Series are as follows:
He Named Me Malala
The Souls of Black Girls
The Inevitable Defeat of Mister and Pete
The E-Word: A Documentary on the Ebonics Debate
MPAA: American Promise
(Please note: This list is not exhaustive and subject to change.)