“I have seen it in my own classroom — veterans bring the same determination and focus to their studies that they brought to serving our country,” said Dr. Biden, a lifelong educator and military mom.
Dr. Biden said the efforts were “exactly what the First Lady and I hoped to see when we started our Joining Forces initiative two years ago … individuals, businesses, and nonprofits working with the public sector to step up and do what they do best to help veterans and military families.”
Over the next few years, more than a million service men and women will end their military careers and transition back to civilian life. For many, education will be at the front line of that transition. Ensuring that our returning veterans and military families have access to the programs and resources that will help them successfully navigate their educational paths is critical.
As Dr. Biden noted, many of the student veterans she has met face unique challenges – they differ from their classmates in terms of age and experience, they often find a more relaxed schedule on campus to be very different from the rigid military schedule they are used to, and are juggling multiple priorities outside of school.
As part of Joining Forces, Dr. Biden plans to visit programs at colleges and universities around the country who are supporting veterans and military families to learn more about how successful programs can be replicated at other institutions.
Yesterday, First Lady Michelle Obama and Secretary of Education Arne Duncan visited sophomores at Bell Multicultural High School in Washington, DC. The First Lady’s remarks continued to expand her focus on issues of youth empowerment and education, in particular working to achieve the President’s “North Star” Goal.
You see, when Barack came into office,” she said, “one of the very first things he did was to set what he calls a North Star goal for America – that by the year 2020, the year that you all will be graduating from college, our country will have the highest proportion of college graduates in the world.”
In her remarks, the First Lady spoke directly to young people about committing to their education so that they can create a better future for themselves, their communities, and their country. She also shared some of her personal academic experiences to illustrate her belief that circumstances do not define your future, but rather your attitude.
“My parents didn’t have much money, and they never went to college themselves, but they had an unwavering belief in the power of education, and they always pushed me and my brother to do whatever it took to succeed in school.”
“I knew that the first thing I needed to do was to have the strongest academic record possible… so I worked hard to get the best grades that I possibly could in all my classes. I got involved in leadership opportunities in school, where I developed close relationships with teachers and administrators. I knew I needed to present very solid and thoughtful college applications… so I stayed up late at night working on my college essays and personal statements. I knew my parents would not be able to pay for all of my tuition… so I made sure I applied for financial aid on time. And when I encountered doubters…when people told me that I wasn’t going to cut it… I didn’t let that stop me.”
After the First Lady’s remarks, she joined Secretary of Education, Arne Duncan for a conversation with sophomores, who represent the college class of 2020. BET moderators Jeff Johnson and Keshia Chante facilitated the discussion and encouraged students to discuss their goals and aspirations, challenges and concerns as they contemplate and prepare for higher education. The conversation was a listening session in which the First Lady and Secretary Duncan could hear first-hand the valuable perspective of these sophomores as they contemplate and prepare for higher education.
First Lady Michelle Obama greets students after participating in a conversation with the 10th-grade class at Bell Multicultural High School in Washington, D.C., Nov. 12, 2013. (Official White House Photo by Amanda Lucidon)
The First Lady and Secretary Duncan also shared a few resources to help students navigate the sometimes tricky college application process. They suggested exploring studentaid.gov to learn more about what it takes academically and financially to go to college. Other great resources include the College Scorecard and the Financial Aid Shopping Sheet, tools that provide students and families with easy-to-understand information about colleges and institutions of higher education. These tools help students choose schools that are well-suited to meet their needs, priced affordably, and consistent with their educational and career goals.
Tina Tchen is the Assistant to the President and Chief of Staff to the First Lady
Historically Black Colleges and Universities (HBCUs), “must not just survive but thrive,” Secretary of Education Arne Duncan told those gathered at the HBCU National Conference in Washington yesterday. Duncan spoke of the enduring contributions HBCUs have made to the country and said that the tremendous historic role of HBCUs must endure as well as evolve.
Historical Role of HBCUs
Too many Americans are unfamiliar with the staggering accomplishments of HBCUs. Most of America’s civil rights giants were educated at HBCUs—Dr. King, W.E.B. DuBois, Rosa Parks, Booker T. Washington, and Thurgood Marshall.
In our time, Jesse Jackson, Andy Young, Barbara Jordan, Congressman John Lewis, Marian Wright Edelman, and Doug Wilder all earned their degrees at HBCUs.
Legendary artists and authors came out of HBCUs—Ralph Ellison, Alice Walker, Zora Neale Hurston, Langston Hughes, and Toni Morrison.
Yet what is most impressive about the HBCU record is not just your famous alumni. It is that HBCUs, working with meager resources, almost single-handedly created an African-American professional class in the face of decades of Jim Crow discrimination.
College Completion Rates
The math here is pretty simple. To reach the President’s 2020 goal, student populations with high dropout rates—especially minority students—will have to exponentially increase their college graduation rates.
This is not just about access—this is about attainment. Nationwide, only about one in four—28 percent—of young black adults have received a college degree.
But we know that African Americans have the highest proportion of adults who have some college but not a degree of any major racial group. Almost 18 percent of African Americans aged 25 years and older—nearly one in five adults—went to college but left without their degree.
That college completion shortfall is both a tragic squandering of talent and an unprecedented opportunity to do better.
So, in the years ahead, we want HBCUs to continue to be known not just for their storied alumni but for leading the way for all institutions in educating and graduating African American college students.
Innovation at HBCUs
I want to be absolutely clear: Support for innovation at HBCUs should be government-wide, and not just from the Department of Education. I’m excited that the Department of Energy awarded $9 million to nine HBCUs in South Carolina and Georgia to develop academic programs that promote minority involvement in STEM fields, especially in environmental management.
And just yesterday, the National Institutes of Health announced it has awarded planning grants to five HBCUs, totaling almost one million dollars in its new NIH BUILD initiative.
On Saturday, at the Disabled American Veterans National Convention, President Obama outlined five Administration priorities that ensure we are fulfilling our promises to those who have served our nation, including supporting our veterans in institutions of higher learning. In his speech, President Obama announced that 250 community colleges and universities have committed to implementing the 8 Keys to Success on their campuses. Developed by the Administration, the Department of Education (ED), and the Department of Veterans Affairs (VA) in conjunction with more than 100 education experts, the 8 Keys to Success on campus are eight concrete steps that institutions of higher education can take to help veterans and service members transition into the classroom and thrive once they are there.
The 8 Keys to Success on campus are:
Create a culture of trust and connectedness across the campus community to promote well-being and success for veterans.
Ensure consistent and sustained support from campus leadership.
Implement an early alert system to ensure all veterans receive academic, career, and financial advice before challenges become overwhelming.
Coordinate and centralize campus efforts for all veterans, together with the creation of a designated space (even if limited in size).
Collaborate with local communities and organizations, including government agencies, to align and coordinate various services for veterans.
Utilize a uniform set of data tools to collect and track information on veterans, including demographics, retention and degree completion.
Provide comprehensive professional development for faculty and staff on issues and challenges unique to veterans.
Develop systems that ensure sustainability of effective practices for veterans.
With more and more service members returning home in the next year, it has never been more important for schools to have a roadmap in place to make sure veterans are getting the best possible educational experience. By adopting the 8 Keys to Success, schools are taking a positive step in that direction.
VSOC, VITAL, and 8 Keys to Success Sites (Image from US Department of Education)
The 250 schools that have committed to the 8 Keys to Success are helping veterans and military families afford and complete their college degrees, certificates, industry-recognized credentials and licenses, andimportantlypreparing them for jobs in high-growth sectors of the economy. More schools are expected to adopt the 8 Keys to Success on campus in the coming months.
The 8 Keys to Success are only part of the Administration’s efforts to support and protect service members in the classroom. The Keys build on the Administration’s Principles of Excellence, which President Obama established by Executive Order in April 2012. The Principles of Excellence provide protections for our military and veterans in institutions of higher education to prevent against dishonest recruiting and predatory practices. To further veterans’ success in higher education, the VA is also expanding its VetSuccess on Campus and Veterans Integration to Academic Leadership programs, which connect veterans to VA resources. Together, all of these measures will help provide our veterans and military families with the high-quality, affordable education they deserve.
We all owe a great debt to those who have served this country. Giving schools tools they can use to truly welcome and support our returning service members is one way we can help repay that debt by making sure we are providing our veterans and military families with an education worthy of their exceptional talents and experience.
Approximately 18.9 percent of young adults in the U.S. between the ages of 18-24 smoke. And as documented by the 2012 U.S. Surgeon General’s Report, almost no one starts smoking after age 25. Progression from occasional to daily smoking frequently occurs during the first years following high school. Thus, tobacco prevention and cessation efforts should include young adults, making college and university campuses a critical target.
College and university campuses offer unique opportunities for promoting social norms that support healthy living and lifestyle choices. The Tobacco-Free College Campus Initiative, a collaboration between the U.S. Department of Health and Human Services, the University of Michigan and the American College Health Association, encourages the voluntary adoption of tobacco-free policies at institutions of higher learning across the nation. These policies not only support the many people on college campuses who are trying to quit but also dissuade young adults from starting.
Institutions of higher learning around the country are increasingly adopting new policies that reinforce their longstanding commitments to student health while strengthening and protecting their communities against tobacco addiction. When the initiative launched in September 2012, 774 colleges and universities were tobacco- or smoke-free, according to the Americans for Nonsmokers’ Rights Foundation. Today more than 1,159 university and college campuses have implemented tobacco- or smoke-free policies, reflecting exponential growth.
All are welcome to participate in the Tobacco-Free College Campus Initiative – university and college leaders, administrators, faculty members, students and student groups. For more information or to get started, please visit www.tobaccofreecampus.org.
Yes, soon-to-be high school seniors- your time has come! As you bask in the excitement of the upcoming year, set aside time this summer to lay the groundwork for a smooth college process. Trust me, you will be thankful you did later!
With all the information available for seniors, it’s essential for students and their families to take advantage of the tools that can help best inform you on taking the right path for secondary education.
Here are tips & tools from ED to get a head start this summer:
Tip: Search for the type of college that will best suit you. Narrow down the program, size, type, location, and tuition cost of colleges, this will help you zero in on a concise list of institutions to apply to come fall.
College Scorecard: Includes information about a particular college’s cost, its graduation rates and the average amount its students borrow. It is designed to help you compare colleges and choose one that is well-suited to your individual needs.
Tip: Research the tuition and fees of the institutions that top your college list. This will help give you and your family a clearer view of the potential cost of each institution right from the start of the college process.
Secretary of Education Arne Duncan delivered this year’s commencement speech at Morgan State University in Baltimore, Md.
Summer is here and as recent grads take time to pause and reflect on their tenure in higher education, many may wonder what they will do with the rest of their lives and how they will use their degrees.
Follow your passion and help others. This was the common theme in Secretary Arne Duncan’s four commencement speeches this spring.
“I did learn two valuable lessons in thinking about the future from my teachers, my family, and my mentors,” Duncan said at Morgan State University.
First, I learned the importance of following your passion — that your ability to adapt and be creative, to skillfully manage the inevitable uncertainty that would come, would, in large measure, determine one’s success in a knowledge-based, global economy…. Second, I learned I should strive to lead a life of consequence — to try to demonstrate my respect and gratitude to all those who had helped me growing up by working to help others.”
The Secretary expressed hope that graduates would run for school board, become teachers or tutor students so that they could positively affect their communities through education, regardless of the career path they take. He told graduates at the College of Menominee Nation that they were “a gift to [their] people,” but that with that gift came responsibilities and obligations to give back to one’s community.
He echoed this same call for action during his speech at Hostos Community College when speaking about the school’s namesake, Eugenio Maria de Hostos.
“For de Hostos, education was not just about getting a degree, it was about what you did with your degree,” said Duncan.
Duncan mentioned in more than one speech how the Obama Administration is committed to preserving investments in federal student aid and will continue to empower students and families through tools such as the College Scorecard and the Financial Aid Shopping Sheet.
Innovation in the 21st century has reshaped the world of work and civil society. Innovation has redefined the knowledge and skills necessary to support emerging sectors of the economy. Raising the overall level of educational attainment for all of our citizens is critical and addressing the skills gap in key industries is essential.
Community colleges are uniquely positioned to design their curricula to match local labor market conditions, making them flexible and relevant to today’s economy and job market. They are open access institutions committed to providing job-relevant educational opportunities to a broad population of students in their local communities. And their graduates are finding that they are able to participate in a knowledge-based economy, which demands a far greater level of credentialing and skills development than ever before.
The challenge, then, for the United States and India is to think of ways we can promote more opportunities for our diverse and dynamic populations to access these and other educational opportunities. When we do that, we can begin to provide 21st century job-skills linked to the global economy and responsive to local community needs.
President Obama is looking to community colleges to play a key role in increasing the number of U.S. college graduates and helping more Americans get the knowledge and skills they need to succeed in an increasingly interconnected global world. In the United States, these institutions enroll more students than any other higher education sector, and almost half of all U.S. undergraduate students attend one of nearly 1,100 community colleges across the country.
Many of those colleges work closely with local employer partners to design course materials that lead to industry-recognized certificates and degrees. And they are leading the way in preparing graduates for the fastest growing fields in the United States, such as healthcare, applied engineering, and green technologies.
India is faced with the similar challenge of educating its population for rapidly emerging fields, such as automotive and healthcare technologies, and is exploring best practices in the community college model to help prepare Indians for these new jobs. It is taking steps to enable the development of a national network of community colleges in order to meet workforce demands and sustain its impressive economic growth and social prosperity as a nation.
In February, the U.S. was honored to participate in the International Community College Conference hosted by the Ministry of Human Resource Development, which focused on creating a network of 200 community colleges with strong ties to industry in order to equip more people with the skills and knowledge to drive India’s future. Under Minister Pallam Raju’s leadership, the government has established the National Skill Development Agency (NSDA) to coordinate and streamline the skill development efforts of the government and the private sector to achieve the nation’s skilling targets.
Keynote speaker Helen Littlejohn told parents they are critical to the success of their students
Like many around the country, parents in Nevada’s Clark County School District are hungry for information about how they can support their children’s education. At a recent event hosted by the school district and its community partners, Las Vegas-area moms and dads had the chance to learn new information and find practical answers to their questions in a supportive atmosphere. “Family Enrichment Day provides an opportunity for families to connect to learning and to foster school-to-home relationships,” said Eva Melendrez, the District’s Parent Services Coordinator. “The event makes learning fun, through interactive workshops and activities for the entire family,” she added.
The Clark County School District focuses on increasing parent participation in a number of ways, with community partnerships and Parent Centers and Family Resource Centers on several campuses. Staffed by AmeriCorps volunteers, the centers focus on communities experiencing high dropout rates. They also have a district-wide Parent Engagement Forum that provides valuable two-way information and feedback concerning social and academic issues.
For the first time, the Las Vegas Alliance of Black School Educators was a co-sponsor of the event. “It was a great experience for us to start getting more African American parents and families to participate,” said Tracey Lewis, local chapter president. “We are looking forward to continuing this collaboration with the district and expanding our efforts,” she said. “This is about getting important information to families in clear, understandable ways,” she added, “so they can prepare their students for college.”
Over 400 parents representing 53 schools joined students at the Clark County family engagement fair. Staff from the U.S. Department of Education were on hand with a clear message: parents are critical partners in the educational success of their children. “We must teach our children to be critical, creative thinkers, problem solvers who will invent the next great things, who will fearlessly attack the challenges of our time and those of the future,” said keynoter Helen Littlejohn, the Department’s communications director for the western states. Littlejohn led a chant of “¡Tú tienes la fuerza!” – “You have the power!” – and shared stories of parents in communities of color supporting education.
Participants were entertained as well as informed. The day was packed with academically enriching activities in math, science and literacy, in addition to a “Let’s Go to College!” session offered by the state-funded campaign Go to College Nevada. Parents also learned some effective ways to engage with teachers, in order to better support their students.
Clark County parents filled the breakout session rooms to learn about ways to support their children.
The event was held on a college campus, to “demystify” the college environment and allow participants to grow comfortable navigating the grounds. For students and parents alike, the day at UNLV underscored the importance of great teaching and learning, and fostered the desire to finish high school and pursue higher education. Participating parents gave the day high marks, and highlighted what they’d learned, from the importance of reading with their children, to a new found confidence that the students in their family could earn a college degree.
While Nevada moves forward in developing evaluations that will hold teachers and administrators accountable for family engagement, officials are working to design additional opportunities for district-wide parent engagement, as well as supporting schools as they create school-family engagement plans. As Superintendent Pat Skorkowsky says, “Together, we can ensure the success of every student in every classroom – without exceptions, and without excuses!”
Every student who wants the opportunity deserves a high-quality postsecondary education. For what? For lifelong success, not only in his or her educational pursuits, but for long-term success in the workforce, in civic life and – ultimately – for the personal and professional rewards that come from living a life of accomplishment, contribution, and satisfaction! At the U.S. Department of Education, we are keenly focused on how to use the various federal levers for change and improvement at our disposal to encourage successful student outcomes and improved educational performance, institutional, state-level and national. As the president has said, we all share responsibility to provide educational opportunity and value. The accreditation community is an important partner in this work and plays a key role both in assuring a basic level of quality and in improving quality.
While the United States has some of the world’s best postsecondary institutions, we also have too many that are of poor quality, with track records that give their students little chance of attaining the postsecondary credentials and preparation that they intended to earn—and that are so vital in today’s society and economy. The College Scorecard that we introduced earlier this year highlights the differences among different institutions related to net price, degree completion and student debt repayment all too starkly. Making performance transparent is a lever we are using to highlight success and fix the most pressing of our problems.
But these indicators are only indicative of a part of educational performance. We also need to know whether students are successfully achieving the level of learning they need for lifelong success in work, civic participation, and life. And we need to ensure that high-quality learning is affordable.
President Obama and Secretary Duncan are strongly committed to strengthening collaboration for results with the nation’s diverse accreditation stakeholders to clarify, simplify and improve accreditation processes, with a more targeted, rigorous focus on value and affordability. When President Obama announced his proposals for the FY2014 budget, he called on the accreditation community to work with the Administration to:
“…consider value, affordability, and student outcomes in making determinations about which colleges and universities receive access to federal student aid, either by incorporating measures of value and affordability into the existing accreditation system; or by establishing a new, alternative system of accreditation that would provide pathways for higher education models and colleges to receive federal student aid based on performance and results.”
Responding to recommendations of the National Advisory Committee on Institutional Quality and Integrity (NACIQI), last week our Department announced its intention to strengthen and better focus the accrediting agency recognition process. Eight regional and 47 national accrediting organizations seeking renewal of their recognition from the federal government will benefit from a streamlined review process, which will focus in more depth on about 25 of up to 93 criteria that are most relevant to assessing institutional quality and the quality of student learning. This will result in a better, more targeted process that is simpler and less burdensome for accrediting agencies, NACIQI and the federal government. It is our hope and expectation that these improvements will also enable the postsecondary institutions they accredit to focus additional time and effort on quality enhancement and value.
With the reauthorization of the Higher Education Act commencing next year, the Department is also eager to engage in broader conversations with the postsecondary education community and its stakeholders (e.g., students, families, businesses, non-profits, states, philanthropies, etc.) about proposals to improve the accreditation processes to increase quality—with particular attention to value and affordability.
If we define value as high quality at an affordable cost, how can we help to ensure that we achieve it? We are looking to the accreditation community and stakeholders to help us understand and measure such concepts as “quality,” “affordability” and “value” in ways that honor and preserve the diversity of our postsecondary landscape, yet hold all of us accountable for learning and completion outcomes and their improvement. We need far more attention to qualitative and quantitative methods that can strengthen institutional quality and student learning outcomes.
This effort to strengthen the accreditation process is just one example of how the Department is working to improve quality, while also increasing access, affordability, and completion. We will also continue to address value by encouraging innovation, whether through new developments in competency-based education, new validation models that can demonstrate what students know and can do, new attention to the faculty role in high quality learning, and/or alternative accreditation systems designed to produce high quality student outcomes at an affordable price. Experimentation, innovation and reliable evidence must drive the effort to achieve better student outcomes, both in terms of completion and in terms of demonstrated achievement; thus the great need for more and better postsecondary R&D.
In the months ahead, we look forward to engaging in an ongoing and robust national dialogue with our partners and stakeholders about accreditation and other ways we can improve quality in America’s postsecondary education, with a far clearer understanding of, and focus on, value and affordability.
Martha J. Kanter is the Under Secretary of the U.S. Department of Education and David Soo is a Policy Advisor for the Office of the Under Secretary.
So you took out a federal student loan and now it’s time to pay it back. I was in your exact position 2 years ago and even though I was working at Federal Student Aid, the student loan repayment process had me overwhelmed.
One of my first questions was: Why am I receiving federal student loan bills from a company rather than the U.S. Department of Education? If you have asked yourself a similar question, this may help:
What is a loan servicer?
A loan servicer is a company that handles the billing and other services on your federal student loans. So those bills you get in the mail? There is a good chance they are coming from a loan servicer on behalf of the U.S. Department of Education.
How do I find out who my loan servicer is?
To view information about all of the federal student loans you have received and to find contact information for your loan servicer, visit www.nslds.ed.gov and select “Financial Aid Review.” You will then be prompted to log in using your Federal Student Aid PIN, so make sure you have that handy.
Note: If you have multiple federal student loans, you may have more than one loan servicer, so make sure you click through each loan individually for information specific to that loan.
Why should I care?
There are lots of reasons you should care! Among many other things, your loan servicer
Moral of the story: Keep in contact with your loan servicer.
The student loan repayment process can be confusing, especially if you’re new at it, but your loan servicer is there to help. Make sure you stay in touch with them and use the resources they have available for you.
Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.
Program Coordinator Jennifer Lang-Jolliff (green sweater) speaks about Mission Middle College program with guest Michael Yudin, seated on right.
Last week, I met with a group of high school students with learning disabilities who attend a dual-enrollment high school/college program at Mission Middle College in Santa Clara, California. The program emphasizes the use of technology, including the Bookshare accessible library, to help students earn college credit while still in high school.
The Mission Middle College educational program is a collaboration of Santa Clara Unified School District and Mission Community College. The program takes on a student-centered learning environment where seniors can complete required high school courses while accumulating college credits. Each student focuses on individual educational choices and academic and vocational studies relevant to future goals. The idea is to provide learning choices and empowerment for students. The program is inclusive of all students, with or without a disability.
Some of the students have print and learning disabilities that impede their ability to easily read and comprehend grade-level text and complex curricula in print. Many of these students felt stuck and considered dropping out of school. Their instructors believe in every student’s learning potential and set high expectations. They teach students first to choose appropriate reading technologies for their learning needs, and then to find the reading assignments in digital accessible format, such as DAISY text and DAISY audio.
“We expect high standards from all students,” said Jennifer Lang-Jolliff, the Program Coordinator at Mission Middle College. “And we provide them with the instruction, tools, and resources to rise to the challenge of learning rigorous curriculum. Individualized instruction and timely access to curriculum in digital formats enable many students to feel more confident and prepared. Our high expectations and the e-literacy services available to students helped to shift their views of themselves personally and academically. They see their way through to college, community service, and good careers.”
Indeed, I was pleased to learn that starting with the graduating class of 2009, 100% of graduates at Mission Middle College had a viable postsecondary plan that included a college or university. This is right in line with President Obama’s key goal of being first in the world in college completion by 2020, and Mission Middle College is helping America meet that goal.
The students at Mission Middle College with print disabilities (including visual impairments, physical disabilities, and severe learning disabilities) are empowered to find the right assistive technology, computer software application, or device to help them achieve academically.
A senior demonstrates technology for Michael Yudin (center) and Benetech’s GM, Betsy Beaumon (standing). Kate Finnerty observes the tech demo.
The students I met are members of Bookshare, a free and federally funded online library from the U.S. Department of Education. Bookshare is an initiative of Benetech, a Palo Alto, CA-based nonprofit that creates sustainable technology to solve pressing social needs. Bookshare provides timely access to curriculum in digital formats and offers a large collection of eBooks (currently over 190,000 books and growing) as well as reading technologies to enable students to experience multimodal learning—the ability to see and hear text read aloud.
I met Kate Finnerty, a high school senior with dyslexia, who qualifies for Bookshare. Kate has an Individualized Education Program (IEP) that requires technology accommodations to aid her in her studies. She told me, “The library is very helpful. I use it to keep up with reading and research. Without it, I would have fallen behind.” Kate is pursuing graphic design—she received acceptance letters from five U.S. colleges!
During the roundtable discussion, students, educators, parents, and administrators explored how Mission Middle College’s use of assistive technologies (AT) helps each student face their learning challenges with individualized approaches, which include digital books and reading technologies. Roundtable takeaways include:
The emphasis on self-advocacy. The students set clear goals and high expectations for their future.
Teachers give each student individualized attention, creating plans for their future and how to get there.
Students who qualify with print disabilities can receive timely access to curriculum and feel more independent and empowered in the reading process through Bookshare and the AT it provides.
Many of the students will be doing internships at Benetech this summer and will get work-based experience that will help prepare them for college and career.
Technologies can deliver flexible instruction based on learning needs and preferences, including multimodal reading (to see and hear text aloud) that may unlock the reader’s ability to decode words and more fully comprehend information.
Programs like this at Mission Middle College are about making sure every student graduates from high school and is college and career ready. Students who once had to wait for books now receive timely access to the curriculum in alternative formats. Many activities are streamlined for students who may not fit traditional models, and those who once felt like academic failures are now completing high school courses and are on track to college.
I often speak about the broad values of inclusion, equity, and opportunity for youth with disabilities to actively participate in all aspects of school and life. Programs like that of Mission Middle College, which use assistive technologies and digital accessible books provided by Bookshare, are truly models for others. They promote high academic standards for all, enabling more students to be college and career ready.
Michael Yudin is acting assistant secretary for the Office of Special Education and Rehabilitative Services at the U.S. Department of Education.