How does a lunch of Moroccan stuffed zucchini, Moroccan salad and spiced pear cups sound?
This is just one of the 10 creative and delicious school meals cooked up during the Cooking up Change national finals earlier this month at the Department of Education. Cooking up Change is a dynamic culinary competition that challenges student chefs to create healthy school meals that their peers enjoy. Not only are these meals delicious, they also comply with the U.S. Department of Agriculture’s (USDA) school nutrition standards for calories, fat, sodium, fruits, vegetables and whole grains, including side dishes, which meet USDA Smart Snacks in Schools standards.
I bet many of you have seen ads on Facebook that sound something like this:
“Want Student Loan Forgiveness in Two Weeks? CALL NOW!”
“Apply for Obama Loan Forgiveness in 5 minutes!”
Usually, if something sounds too good to be true, then it probably is. There are countless ads online from companies offering to help you manage your student loan debt…for a fee, of course. While the U.S. Department of Education (ED) does offer some legitimate student loan forgiveness programs and ways to lower your student loan payments, they are all free to apply for. Don’t pay for help when you can get help for free!
If you’re a federal student loan borrower, ED provides free assistance to help:
Everyone wants their student loans forgiven. The perception is that very few qualify. But did you know that there is one broad, employment-based forgiveness program for federal student loans? Let me break down some key points of Public Service Loan Forgiveness (PSLF) to help you figure out if you could qualify.
[ 1 ] Work for a government or non-profit organization
Qualifying for Public Service Loan Forgiveness is not about your job, it’s about who your employer is. In order to qualify for Public Service Loan Forgiveness, you must work for a “public service” employer. What does that mean? Everyone has a different definition.
As a kindergarten teacher, I have seen that attending a high-quality pre-K program makes a significant difference in children’s kindergarten success—and later success as well. This is why I am passionate that access to high-quality pre-K should not be a luxury afforded to some, but an invaluable resource offered to all.
From my experience, there are three major advantages students gain from high quality pre-K program:
They have key social skills.
In kindergarten, children constantly work in groups, whether in small teacher-led instructional groups, at activity learning “centers” or at math and phonics stations. In reading and writing workshop and most other activities, they work with partners or in small groups. This requires kids to negotiate disagreements, understand the social conventions of conversations, and balance their needs with others’. In pre-K, children have had lots of experiences like this.
Editor’s note (6/24/16): Yesterday, NACIQI – the independent board that advises the Department of Education on accreditation – voted 10-3 in support of the Department’s recommendation to end recognition of ACICS. As noted in the post below, that was the next step in the process after the initial recommendation for Department staff. The recommendations now come to a senior official here at the Department, who has 90 days to make a decision. After that, ACICS will have the opportunity to appeal the decision to the Secretary of Education if it wishes to do so.
For millions of Americans, federal student loans and grants open the doors to a college education. That critical federal aid must be used at a school that is (among other things) given the seal of approval by an “accrediting agency” or “accreditor” recognized by the U.S. Department of Education. It’s one of the safeguards in the system. Accreditation is an important signal to students, families, and the Department about whether a school offers a quality education. Accreditors have a responsibility under federal law to make sure colleges earn that seal.
But what happens when the Department stops recognizing an accrediting agency?
Principal Manko and students are all smiles! (Photo courtesy Joseph Manko)
Principals like me in schools around the country face a daunting challenge. While the national conversation focuses on test scores, school performance, and academic growth, one key question that has been absent is — how do we move kids academically, when they don’t show up to school?
Chronic absenteeism – missing over twenty or more days of school in a typical 180-day year – is rampant across the country and particularly so in high poverty schools where obstacles like inadequate housing, transportation, unforgiving work schedules, and improper health care make regular attendance difficult. In my hometown of Baltimore, Maryland, some schools have chronic rates of close to 30%. That means that one third of the students are missing over 10% of the school year – begging the question of how meaningful academic growth is even possible.
Boston is known as the “birthplace of public education” in America, so it’s only fitting that the Boston Public Schools (BPS) was celebrated at the U.S. Department of Education (ED) with an opening reception and ribbon cutting to highlight its student art exhibit, A Brighter Boston: Inspiring Creative Minds. The exhibit, now in ED’s headquarters, features 68 2-D and 3-D pieces from K – 12 students representing 17 Boston public schools. BPS received over 125 entries from teachers, which a panel of judges adjudicated.
U.S. Secretary of Education John B. King, Jr. delivered the opening remarks. King was a teacher and an education leader in the state, having cofounded Roxbury Preparatory Charter School, a Boston middle school that became Massachusetts’ highest-performing open-admission urban middle school. In his remarks, King stressed the importance of the arts for providing a well-rounded education, acknowledging that there is not enough emphasis on the fact that “a well-rounded education is an excellent education.” This echoed his messages earlier in the month, at Las Vegas Academy of the Arts, to advocate for a well-rounded education for all students.
U.S. Secretary of Education John King delivers opening remarks.
From its first day, the Obama Administration has worked to ensure opportunity for all students – no matter their zip code. Educational equity underscores the work of the U.S. Department of Education, and this week offers a glimpse into the far-ranging work of the Department as we support schools, families, communities and states in ensuring every student has the opportunity to be successful.
We start the week with an event at the White House with Valerie Jarrett, Senior Advisor to the President, and White House Domestic Policy Council Director Cecilia Muñoz the discrimination, harassment and bullying of Muslim, Arab, Sikh, and South Asian – known as MASSA – students in schools. The event will give us a chance to hear directly from educators, students, parents and community members about how to best create safe and supportive learning environments for all students.
Being a youth in foster care can be difficult. Some youth in foster care often experience trauma before entering into the foster care system. Once youth enter foster care, there are often a lack sufficient role models and resources are either scarce or spread out. Gaining access to information about even the simplest things, like opening a bank account, can be a real hurdle. That’s why the recently released Foster Care Transition Toolkit is so important.
The toolkit was first envisioned in 2015 at a roundtable at Cincinnati Community College. During this meeting, students from the Columbus State Community College Scholar Network urged the U.S. Department of Education (ED) and other agencies to help them and other youth in foster care across the country better transition to college, successfully navigate through college and then to a career.
Educators Ashley Millerd (left) and Julia Ryan (right).
When our students sit down for state-required assessments, we don’t worry about whether we prepared them. After all, we helped create the tests ourselves.
Our district is one of a small cohort piloting New Hampshire’s Performance Assessment Competency Education assessment system, a first-in-the-nation accountability strategy that replaces some standardized testing with locally managed assessments. As part of this program, we work together with our colleagues across the state to develop, implement, and evaluate performance assessments that measure a student’s mastery of concepts and skills and better connect to what our students are learning.
Are you interested in serving in the final term of the historic Obama administration at the U.S. Department of Education? Have you ever wondered about pursuing a federal career? Are you interested in public service? Would you like to gain valuable work experience and help move the needle on education issues in this country?
The Department of Education may have opportunities that match your interests – and we’re currently accepting applications for interns!
Santa Fe Indian School graduation is a celebration of tradition and family. (Photo courtesy: Clyde Mueller/The New Mexican)
I grew up listening to my father sing traditional Acoma songs as we would drive to the mountains; I didn’t understand why until I became old enough to learn that we were going to pray. It took even longer to understand why we pray — and a couple more years to understand that we pray in the following sequence for: the land, the rain, the animals, the world, the country, the Acoma community, our families and finally for ourselves.