In 2014, under the theme “Healthy Schools, High-Achieving Students,” and with an additional 46 events in 6 states, I enhanced my knowledge about green schools practices. From Boulder and Fort Collins, CO to Palm Beach and Broward, FL, from West Virginia to Kentucky, from Prior Lake Savage and Waconia, MN to Maryland, – practices that save money, improve health and achievement, and just happen to help our planet to boot – all of which make sense for school administrators, teachers, and the students we serve.
U.S. Department of Education Green Ribbon Schools (ED-GRS) began in 2011-2012, by defining “green school” according to three Pillars and recognizing 78 schools. In 2012-2013, ED added a District Sustainability Award and honored 64 schools and 14 districts. It also began an annual tour spotlighting the practices of honorees and launched a Green Strides resources portal for all to employ. The 2013-2014 cycle named 48 school and 9 district honorees and added an honor for state officials. 2015 brought a postsecondary category, honoring 9 colleges and universities, 14 districts, and 58 schools recognized, and saw the revamping of the Green Strides portal.
Watch the Livestream:
Just as I find it hard to believe my baby will turn one next week, I don’t know how it is that U.S. Department of Education Green Ribbon Schools (ED-GRS) hit five years of operation this one. On Wednesday, we recognized 47 schools, 15 districts, 11 postsecondary institutions, and one state education agency official at a Washington, DC ceremony for their efforts to cultivate sustainable, healthy facilities, wellness practices, and authentic, place-based learning.
As President and CEO of the National Black Child Development Institute (NBCDI) I have the privilege of speaking before many audiences, but I’ve never been more excited to come before a group — and to hear the immediate feedback about the impact of the day — than I was during National Black Child Development Week. Themed “A Week of Action,” the centerpiece of the week was NBCDI’s first Parent Power BootCamp. Held in partnership with the U.S. Department of Education (ED), the Parent Power BootCamp brought parents, caregivers and advocates together to “Get In-formation” – focusing both on exchanging knowledge and action planning to get in position to do the work of being relentless advocates and accountability agents on behalf of our children.
Caring and concerned adults wrote lessons learned and messages of affirmation to parent advocates across the nation. (Photo credit: National Black Child Development Institute)
Eighth grade Higher Achievement Summer Academy Scholars listen attentively to Center Director, Tawana Bostic, as she reviews Newton’s Third Law of Motion.
School’s out, temperatures are rising, and, for many students across the country, the summer slide has begun. Each summer, low-income students lose two to three months of reading skills and two months of math skills. As the center director for an after school and summer academic program for middle school students in Washington, D.C.’s historically underserved neighborhood of Anacostia, I see these statistics firsthand every day.
Many of the students from the community we serve take one of three paths in the summer. In some of our better case scenarios, students are either required to enroll in remedial classes to move onto the next grade or they sign up for recreational programs that do not have an academic component. At worst, students stay at home where they either watch TV, play video games, or spend hours on the computer. For many of the students in these categories, the only interaction they have with math is getting change from a store clerk when purchasing snacks. Their reading interactions are limited to social media posts – nothing that requires critical thinking skills.
This week, the U.S. Postal Service is unveiling a Forever Stamp in recognition of Jaime Escalante’s life’s work. To celebrate this occasion, we are sharing 7 things this passionate teacher taught us about the importance of will, or in his own words, the importance of ‘Ganas.’
1. That time he taught his students about the importance of being yourself, and owning it:
In a June 28 speech at the annual conference for the National Alliance for Public Charter Schools in Nashville, U.S. Secretary of Education John B. King challenged charter school leaders to rethink how and why they address student behavior in our schools. Dr. King charged all charter school leaders gathered last week to honestly consider our own approaches. That includes YES Prep Public Schools in Houston, where I am the CEO.
In fact, over the past few years, YES Prep has done just that—and we’ve realized that our approach to student behavior and discipline needs to change. We have an intrinsic responsibility as educators to educate every single student who comes through our doors.
Diversity of all types – race, ethnicity, national origin and economic status, family structure and gender identity, sexual orientation and disability status, religion or native language – benefits all students. Diversity is not a nicety but a necessity.
In honor of Immigrant Heritage Month, these educators share their personal stories in their own words:
Celebrating Our Heritage & Student Diversity
My name is Alfonso Treto and I am a first generation Mexican-American and public school teacher. Coming to the United States, my parents had to struggle for the American dream. My mother emphasized the importance of an education. I was raised with the idea that a proper education would create many opportunities for me.
I can say that teaching is a profession that chose me. As a teacher’s assistant, I witnessed students being treated differently which motivated me to become a teacher and provide an opportunity to all students regardless of their background. Many of the students see me as a role model because of the similarities of upbringing.
Working for M-DCPS Title I Migrant Education Program I have had the privilege of serving families from very diverse backgrounds. Recently there has been an influx of unaccompanied minors who have made a treacherous journey by themselves as well as escaping violence and seeking protection in search of a better life. Some students are fearful of what is going on politically however they have learned to respect and celebrate their differences. All students know that with determination (ganas) they can overcome any obstacle.
Although progress has been made to ensure all girls and women have access to a quality education, I am reminded that forty-four years after the passage of Title IX, there are still lengthy strides to be made; fewer than two percent of plumbers, and three percent of electricians are women. In contrast, women and girls are disproportionately enrolled in career and technical education (CTE) programs for many traditionally lower-paying jobs.
This is why, the U.S. Department of Education’s (ED) Office for Civil Rights (OCR) and the Office of Career, Technical and Adult Education (OCTAE) recently released guidance to make clear that all students, regardless of their sex, must have equal access to the full range of CTE programs offered.
From left to right: Dr. Joann Fey, Asst. Superintendent ISD, Alejandra Ceja, Executive Director of the White House Initiative on Educational Exellence for Hispanics, Andrea Martinez, Architecture Instructor, Johan Uvin, Acting Assistant Secretary for the Office of Career, Technical and Adult Education, U.S. Secretary of Education John B. King, Jr., Samantha Dorwin, Mary Arrasmith, Coordinator of Technical Education in West Baton Rouge Parish, and David Lloyd, Director of Student Success at UDC.
Following the White House’s United State of Women Summit in Washington, D.C., ED joined other federal agencies and held an event focused on improving the lives of women and girls. In keeping with the theme, “Today, we’ll change tomorrow,” ED hosted over 100 community advocates, government leaders, students, influencers and innovators to discuss how access to CTE is helping all students, including girls and women, change the world.
No student – whether Hindu, Jewish, Muslim, Christian, Sikh, or of any other religious background – should experience barriers to learning and success in school because of who the student is or what the student believes.
That’s why last month, the U.S. Department of Education’s Office for Civil Rights participated in a community forum in Palo Alto, California, on religious discrimination in schools and universities. This roundtable built on an event in Newark, New Jersey, in March, where the Department of Education joined the Justice Department in announcing the launch of Combating Religious Discrimination Today, a new interagency community engagement initiative designed to promote religious freedom, challenge religious discrimination and enhance enforcement of religion-based hate crimes.
The Obama Administration is committed to creating a fairer, more effective criminal justice system. We want to lessen the impact of mass incarceration on our communities and help the men and women who rejoin society from our jails and prisons to build successful, crime-free lives.
Today, we’re announcing the selection of 67 postsecondary institutions to participate in the Second Chance Pell Program, which will evaluate the impact that Pell Grants have in helping incarcerated men and women pursue and attain a high-quality postsecondary education.
In total, nearly 12,000 students at more than a hundred federal and state correctional institutions will access approximately $30 million in Pell Grants, across 27 states in every region of the country.
The Every Student Succeeds Act (ESSA), which replaced No Child Left Behind and reauthorized the Elementary and Secondary Education Act of 1965, presents an opportunity to continue making progress towards educational equity and excellence for all. For the first time, the reauthorization of the nation’s defining elementary and secondary education law explicitly supports a preschool to college- and career-readiness vision for America’s students. It also creates the flexibility for states, districts, and educators to reclaim the promise of a quality, well-rounded education for every student while maintaining the protections that ensure our commitment to every child — particularly by identifying and reporting the academic progress of all of our students and by guaranteeing meaningful action is taken in our lowest performing schools and school with low performance among subgroups of students.
Class act! Principal Nauiokas and students at Mott Haven Academy in the Bronx. (Photo courtesy Jessica Nauiokas)
Every year, hundreds of thousands of youth enter the foster care system in America and become one of our most vulnerable groups of students, as each move from home to home is frequently accompanied by school transfers and educational disruption.
As the principal of a school specifically designed to meet the needs of children in foster care, Mott Haven Academy in the Bronx, I have seen how factors like unnecessary school transfers and untrained educators allow child welfare-involved youth to fall through the cracks. As a result the country’s half-million foster children have poorer attendance rates than their peers, are less likely to perform at grade level, are more likely to have behavior and discipline problems, are disproportionally assigned to special education classes, and are less likely to attend college.