Transgender students share their stories with Secretary Duncan. (Photo by Leslie Williams/U.S. Department of Education)
ED recently invited a group of transgender students to speak about their school experiences at a roundtable discussion with Secretary Duncan and senior officials.
During the roundtable in the Secretary’s conference room, students expressed the need for greater awareness of and school support for addressing issues affecting transgender students. They emphasized the importance of having their gender identity and expression respected within their learning community and feeling safe in school.
During the discussion, students talked about their experiences in school, such as being prevented from using the proper bathroom as well as being punished as a victim of bullies’ physical assaults. They also talked about what a tremendous difference it makes to their ability to learn and feel safe at school when they have the support of educators who believe in them.
ED officials listened to the students’ recommendations about how we can foster safer educational communities for transgender youth and ensure that all students can learn in safe and healthy environments. Among other things, students advocated for:
schools to implement proper bathroom and locker room utilization,
consistent recognition of appropriate names and pronouns, and
elimination of the school to prison pipeline.
ED welcomed the dialogue and the chance to hear from these students. As one student explained, “It’s all about being true to yourself.” Embracing individuality and authenticity is a lesson that we all can learn from these courageous students.
Samuel Ryan is the Special Assistant and Youth Liaison and Hannah Pomfret attends McGill University and is an intern at U.S. Department of Education.
Los padres son un ingrediente imprescindible de la educación. Los padres pueden ser la voz de grandes expectativas para los niños y para apoyar a los educadores en la creación de escuelas donde todos los niños reciban lo que necesitan para tener éxito. Una excelente educación es un derecho civil de cada niño; y mientras que nuestra nación ha dado grandes pasos, incluido una tasa récord de graduación de escuela secundaria, y asistencia a la universidad en máximos históricos, tenemos mucho camino por recorrer para asegurar que todos los niños tengan las mismas oportunidades de aprender.
Los padres pueden desempeñar un papel clave en exigir una educación de clase mundial para sus hijos, como se merecen. Pero, para muchos padres y familias puede ser una tarea incierta determinar cuál es la mejor manera de apoyar a sus hijos o qué preguntas deben hacer para asegurar que sus hijos aprendan y se desarrollen.
Por eso hoy, hablando desde el punto de vista de un padre de dos niños pequeños, el secretario Arne Duncan describió un conjunto de derechos educativos que debe tener cada familia en Estados Unidos, durante su discurso en la Convención Nacional de la PTA en Charlotte, Carolina del Norte. Este conjunto de tres derechos fundamentales que tienen las familias puede unir a todos los que trabajan para asegurar que los estudiantes estén preparados para prosperar en la escuela y en la vida. Estos derechos acompañan la trayectoria educativa del estudiante, incluido el acceso a la educación preescolar de calidad; la participación en escuelas primarias y secundarias seguras, dotadas con buenos recursos, y que requieren un alto nivel de todos los estudiantes; y acceso a una educación superior de calidad a precio asequible.
Los padres y las familias pueden usar estos elementos básicos y necesarios de una excelente educación para construir relaciones más profundas con los educadores, administradores y líderes de la comunidad en apoyo de las escuelas, para que estos derechos se conviertan en realidad. Durante la Convención, el secretario Duncan también declaró su esperanza de que los padres le pidan cuentas a los funcionarios electos y los demás responsables, para acelerar el progreso en la educación y ampliar las oportunidades a más niños, especialmente los más vulnerables de nuestra nación.
Durante su estancia en Charlotte, el secretario Duncan también participó en el panel “Escuelas Preparadas para el Futuro” (Future Ready Schools) para enfatizar la importancia de integrar la tecnología en el aula, sobre todo como una herramienta para promover la equidad para todos los estudiantes.
Para aprender más sobre los derechos que el secretario Duncan discutió hoy y para encontrar otros recursos para padres y familias, visite la página web del Departamento: Participación Familiar y Comunitaria. También considere unirse al secretario Duncan en una charla en Twitter para continuar el diálogo sobre la participación de los padres en la educación, que se celebrará el 1 de julio a las 1:30 p.m., hora del este, usando #PTChat.
Tiffany Taber es la jefa de personal para Desarrollo de Comunicaciones en el Departamento de Educación de EE.UU.
Parents are critical assets in education. Parents can be a voice for high expectations for children and for supporting educators in creating schools where all children receive what they need to succeed. An excellent education is every child’s civil right; and while our nation has made great strides—with a record high school graduation rate and college enrollment at all-time highs—we have much further to go to ensure that every child has equal opportunity to learn.
Parents can play a key role in demanding the world-class education that their children deserve. But, for many parents and families, it can be an uncertain task determining the best ways to support their children or the right questions to ask to ensure their children are learning and growing.
That’s why, today, speaking from the perspective of a father of two young children, Secretary Arne Duncan described a set of educational rights that should belong to every family in America in a speech at the National PTA Convention in Charlotte, North Carolina. This set of three foundational family rights can unite everyone who works to ensure that students are prepared to thrive in school and in life. These rights follow the educational journey of a student—from access to quality preschool; to engagement in safe, well-resourced elementary and secondary schools that hold all students to high standards; to access to an affordable, quality college degree.
Parents and families can use these basic—but necessary—elements of an excellent education to build deeper relationships with educators, administrators, and community leaders to support schools so that these rights become realities. At the Convention, Secretary Duncan also noted his hope that parents will hold elected officials and others accountable for accelerating progress in education and expanding opportunity to more children—particularly our nation’s most vulnerable.
While in Charlotte, Secretary Duncan also participated in a “Future Ready Schools” panel to emphasize the importance of integrating technology into the classroom, especially as a tool for promoting equity for all students.
To learn more about the rights that Secretary Duncan discussed today and to find other resources for parents and families, visit the Department’s Family and Community Engagement page. And, consider joining Secretary Duncan in a Twitter chat to continue the dialogue about parent involvement in education on July 1 at 1:30 p.m., ET, using #PTChat.
Tiffany Taber is Chief of Staff for Communications Development at the U.S. Department of Education
Catholic Charities began their second year providing meals to children up to age 18 through the U.S. Department of Agriculture’s (USDA) Summer Food Service Program (SFSP) to children at the Basilica of Our Lady of San Juan Del Valle, TX on May 24, 2012. The SFSP is a federally funded program that is administered by the states in which they reimburse organizations for meals served to children during the summer months. USDA photo. (Photo courtesy of the U.S. Department of Agriculture)
During the school year, over 21 million children receive free and reduced-price breakfast and lunch each day through the USDA’s National School Lunch Program. But, when school is out, many children who rely on these meals go hungry. The challenge is particularly great in rural areas and Indian Country, where 15 percent of households are food insecure. In these areas, children and teens often live long distances from designated summer meal sites and lack access to public transportation.
According to Feeding America, 43 percent of counties are rural, but they make up nearly two-thirds of counties with high rates of child food insecurity. The consequences are significant. Several studies have found that food insecurity impacts cognitive development among young children and contributes to poorer school performance, greater likelihood of illness, and higher health costs.
The Obama administration has addressed the challenge head-on, investing unprecedented energy and resources to increasing participation in the USDA’s Summer Food Service Program.
And the impact has been significant. In 2014, in the peak operating month of July, over 45,000 summer meal sites were available across the U.S., a 29 percent increase from 2009. All told, last summer the USDA Food and Nutrition Service delivered 23 million more meals than in the summer of 2009. But we know that in order to get every kid a nutritious meal this summer, we need to get everyone involved, from schools to federal agencies to volunteers in local communities. Check out this handy toolkit to see how you can help!
A smiling girl with orange glasses at lunch provided through assistance from the U.S. Department of Agriculture’s (USDA) Food Nutrition Service (FNS). (Photo courtesy of the U.S. Department of Agriculture)
Today, the Administration is making a series of announcements designed to serve more meals this summer in rural and tribal areas.
Launching the “Summer Meals Site Finder.” Children and parents can now go to www.fns.usda.gov/summerfoodrocks on their computer or smartphone and enter an address, city, state, or zip code to find the location and other information of nearby summer meal sites.
Bringing in some help! This summer, certain high-need rural and tribal communities will get the help of 60 AmeriCorps VISTA Summer Associates to help recruit volunteers, raise awareness of the summer meal program, and provide operational support.
Partnering with others. We’re teaming up with organizations like the National Football League and Feeding America to help raise awareness, target outreach, and deliver meals in rural and urban areas.
By working together with families, local schools, and private organizations, we are helping to make sure that children can easily get the nutritious meals they need to be healthy and ready to learn when they return to school in the fall.
Arne Duncan is Secretary of Education and Tom Vilsack is Secretary of Agriculture.
Secretary Duncan enjoys one of the student’s creations.
Secretary Duncan joined U.S. Chief Technology Officer Megan Smith in Baltimore Monday for a series of events focused on engaging the community. Their visit comes on the heels of recent unrest in the city and focused on ways communities can keep children safe, healthy and involved in continuous learning during the summer.
During their first stop at Liberty Elementary School, they witnessed firsthand how the school’s use of technology has accelerated student learning and praised the school’s commitment to staying connected with the community through the Liberty Rec and Tech Center.
The center provides exercise activities, GED classes for adults and runs a food pantry for area families struggling to make ends meet. It almost closed in 2012 due to budget cuts, but thanks to the hard-fought efforts of principal Joe Manko and community activists, it is as vibrant as ever and serves as a critical lifeline for the surrounding community.
“This is the best of an American learning community, where everybody’s all in,” said Smith.
Liberty Elementary students show Arne Duncan and U.S. Chief Technology Officer, Megan Smith, their Adobe Voice projects
Duncan was determined to get back to Baltimore to see how students were doing following his visit last month to nearby Frederick Douglass High School in the wake of Freddie Gray’s death. He came away impressed with how teachers encouraged students to process the events that engulfed the city through talking, drawing and writing about it.
“Our kids’ physical, social and emotional needs have to be met before we can even talk about going to college and making things and being the leaders of tomorrow,” he said. “You have amazing young people here and what you guys are doing to give them a real chance in life is extraordinary.”
Patrick Kerr is a member of the Communications Development division in the Office of Communications and Outreach
Each day we have the pleasure and honor to meet and work with extraordinary school leaders who are working hard to deliver on the hopes we, as parents, have for our own children and for all students in schools. We want to share the story of one such leader in Colorado, whose work we are excited to see, and whose success in supporting parental involvement and engendering community support for schools we’d like to see replicated in more school communities around the country.
In Colorado’s Adams County School District 14, Superintendent Patrick Sánchez has accomplished transformative change against very tall odds. In April 2014, our Office for Civil Rights (OCR) resolved a complaint against the district to fix what had become a very hostile environment for Latino students, parents and staff. During our investigation we confirmed, for example, that the district had prohibited students from speaking Spanish at school, even in social settings. Staff reportedly used racially hostile language toward Latino students and denigrated students’ cultural backgrounds.
A Latino staff member also reported to us that a principal justified messy bathrooms because “Mexicans are poor and don’t use toilet paper,” and “there are few restrooms in Mexico.” As a cause of the racially hostile environment, many Latino staff were forced to resign or were removed from their jobs.
This is the environment that Superintendent Sánchez sought to immediately fix when he took the reins in July 2012, after the previous Superintendent’s resignation following the start of our investigation. Since that time, the Adams 14 district has made impressive gains to deliver equal educational opportunity to the district’s 7,000+ students. Superintendent Sánchez publicly apologized to parents, the community and staff for harm that they suffered in the past, and has made great strides in restoring the community’s trust and involvement in the district.
Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators. According to U.S. Secretary of Education Arne Duncan, “As schools become safer, students are better able to thrive academically and socially. The Department, along with our federal partners and others, has been deeply involved in the fight against bullying in our nation’s schools.” This is why we are so pleased to share that, after remaining virtually unchanged for close to a decade, new data indicate that the prevalence of bullying is at a record low.
“The report brings welcome news,” U.S. Department of Health and Human Services (HHS) Secretary Sylvia M. Burwell said. “Parents, teachers, health providers, community members and young people are clearly making a difference by taking action and sending the message that bullying is not acceptable. We will continue to do our part at HHS to help ensure every child has the opportunity to live, learn and grow in a community free of bullying.”
Bullying can occur anywhere and to any student. There are three types of bullying: physical, relational (or social) and verbal. Research shows that students who are bullied are more likely to struggle in school and skip class. They are more likely to abuse drugs and alcohol, be depressed, and are at higher risk of suicide.
Since 2010, the Department of Education along with the Departments of Health and Human Services and Justice, have acted to combat bullying and cyberbullying through work such as StopBullying.gov. However, it is the work of educators, bus drivers, parents, and students, that have taken a stand to put an end to bullying. Your hard work and dedication is making a difference!
The Male Educators of Color Symposium convened May 8, 2015 at the U.S. Department of Education (photo by Leslie Williams/U.S. Department of Education)
Male educators of color are seldom recognized for our expertise in the engine that drives this country. But through the Male Educators of Color Symposium, the U.S. Department of Education shined a light on the work of the nation’s most underrepresented educators in preK-12 schools. At this gathering, some 150 plus men of various minority races discussed issues of policy, teacher mentorship, recruitment, cultural competency, and our roles in modern education.
Although collectively we comprise a very small percentage of the teaching force, our skills and dedication to the craft were largely represented at the symposium. Men traveled from as far as Hawaii to engage in the pre-planning of a significant step into changing the face of schools around the continental states.
Repairing the often-disparaging images of minorities was the crux of the conversation. In districts where large numbers of schools have students with teachers who do not look like them or lack cultural competence, we found higher rates of suspensions. We also found that minority male teachers in these schools often feel ostracized, over-worked, or idolized as disciplinarians. We brainstormed how to edify isolated minority male teachers and how to provide effective trainings on cultural awareness. We focused on enhancing cultural awareness and increasing the recruitment of minority male teachers.
Secretary of Education Arne Duncan shared remarks of empowerment and provided goals for moving forward. Said Duncan, “We have to figure out how to move beyond islands of success stories to creating systems where academic success is the norm and young people have the mentors, role models, and support they need to be successful.” He added that the Department of Education accepts the charge to help create solutions. “If we are not creating real, radical change, not incremental change around the margins, then we are part of the problem.”
The Male Educator of Color Symposium pushed some of these margins apart by helping to unify America’s minority male educators. This was a fundamental shift from the typical conversation in our school districts. We responded to a call to action for the elevation of schools and the profession. Attending the Department of Education’s Male Educator of Color Symposium was an inspiring way to end Teacher Appreciation Week.
Gary Hamilton grew up in the Dallas Independent School District, and is now a 5th grade special education teacher at Wheatley Education Campus in Washington, D.C. He has been teaching for 9 years. Gary is an America Achieves Fellow and a Teacher Selection Ambassador for the District of Columbia Public Schools.
Last week, across the country, educators were celebrated during Teacher Appreciation Week. For our own part here at ED, we carried out a number of activities with the sole intention of expressing gratitude for those who’ve chosen this unsung profession. A lucky few of us listened in when Secretary Duncan called classroom teachers across several disciplines and in various parts of the country.
Although my interactions with educators here at ED remind me daily of the intelligence and genuine passion it takes to work as an educator, during our calls, I was struck by a humility that is unmatched in any other profession. In a day and age where tweets, social media posts and news stories are dominated by a celebrity’s dress or public figure’s snarky comment, truly remarkable acts of teachers’ kindness, support, and heroism are just part of what’s lost in the cyberspace of minute-to-minute broadcasts.
This week, that humility was so apparent in a three-word phrase that my Education Department colleagues and I heard time and time again: just a teacher. “I can’t believe you called me, I’m just a teacher.” “I never aspired to be anything other than just a teacher.” I’m not sure what to say, Mr. Secretary, I’m just a teacher.”
Each of them, in turn, describing themselves in this way: I’m just a teacher.
From the young Albuquerque teacher who inspires her seniors to a college-attendance rate five times higher than the national average for Native students. To the Baltimore art teacher who wouldn’t allow riots just blocks from her campus to come between her students and their community beautification project on the morning after the worst of the city’s violence. To the true teacher leaders—who’d never think to apply that term to themselves—who decided to leave stable classroom assignments to work in disadvantaged schools with high-needs, struggling students to try and make a difference.
There’s a lesson here, for all of us, but it’s not one to be taught or explained. It’s demonstrated, in all those kind, supportive and heroic actions in classrooms and schools, humbly performed by individuals grateful for the opportunity to have a positive impact on the life of a child.
For teachers, everywhere, actions they do selflessly, every single day—Thank you!
Karen Stratman is the Director for National Public Engagement at the U.S. Department of Education.
We all know how important it is for parents to have open lines of communication with their children’s school. Parents want to be champions for their children and to protect their interests and to do this they need information. When it comes to information that is stored digitally, parents often ask questions such as:
What information are you collecting about my child?
Why do you need that information, and what do you use it for?
How do you safeguard my child’s information?
I’m pleased to announce the release of new Privacy Technical Assistance Center (PTAC) guidance regarding transparency best practices for schools and districts. This document provides a number of recommendations for keeping parents and students informed about schools’ and districts’ collection and use of student data.
The recommendations can be divided into three main categories: what information schools and districts ought to communicate to parents; how to convey that information in an understandable way; and how to respond to parent inquiries about student data policies and practices.
Some of the best practices covered in the document include:
making information about student data policies and practices easy to find on districts’ and schools’ public webpages
publishing a data inventory that details what information schools and districts collect about students, and what they use it for
explaining to parents what, if any, personal information is shared with third parties and for what purposes
using communication strategies that reduce the complexity of the information, and telling parents where they can get more detailed information if they want it.
The document also encourages schools and districts to be proactive when it comes to communicating about how they use student data.
We’re also pleased to direct you to the new website for our FERPA compliance office, the Family Policy Compliance Office, or FPCO. The new website is more user-friendly and will help school officials, parents, and students find the information they are looking for. It’s still a work in progress and we have many new features that we hope to launch in the coming weeks. We will soon begin posting FPCO’s decision letters from prior complaints and we will be launching an online community of practice for school officials to share information, templates, and lessons learned.
Kathleen M. Styles is Chief Privacy Officer at the U.S. Department of Education.
“The best ideas come from outside Washington, D.C.” I’ve used that phrase in a lot of speeches and conversations during the past five years, and I repeat it because it’s true. Earlier this month in Hawaii, I visited two schools and talked with military families at Joint Base Pearl Harbor Hickam about college and career ready standards. The stop in Hawaii marked my 50th state that I’ve visited since being Secretary, and the visit once again reinforced the importance of listening to what matters most at the local level.
During the past five years, whether my visit was to a conference, a community center, a business, an early childhood center, a university, or one of the more than 340 schools I’ve stopped by, I’ve come away with new insight and knowledge into the challenges local communities face, and the creative ways people are addressing them. I know that in order to do this job well, it’s vital to never stop listening, especially to those in the classroom each day.
Across the country I’ve witnessed courage in action. States and districts are raising standards and expectations for students, and teachers are thinking deeply about their practice and their profession. And thanks to the hard work of parents, community members, educators, and students themselves, the high school graduation rate is now the highest on record.
Many of the states I’ve visited have brought unexpected surprises. At YES College Prep in Houston, the spirit of the student body moved me as it gathered for its annual College Signing Day. In Columbus, N.M., I saw the conviction and dedication of educators as they grapple with providing a quality education to more than 400 students who cross the U.S.-Mexico border each morning. And in Joplin, Mo., I witnessed a community working together to ensure students continued their education after a tornado destroyed the high school and killed many of their family members.
As I travelled the country, I saw places that inspired me, and others that left me angry, or heartbroken. I’ve visited schools where education funding is too low, and the buildings are in need of desperate repair. I’ve been to neighborhoods where poverty and crime present unique challenges to educators and administrators. I’ve listened to students talk openly about not feeling challenged or inspired. And when I met with grieving parents from Newtown, Conn., I once again saw how devastating gun violence can be for our children and communities.
We must continue to invest at every level of our educational system, from preschool to higher ed. We must fight for our children’s right to grow up safe, free of fear, in schools and communities that cherish and nurture them.
After 50 states, and visits in urban centers, remote rural schools and tribal communities, I am more optimistic than ever. I’m optimistic because of the educators I’ve met, because of the parents and community leaders that rally for great education, and because students everywhere demonstrate their deep conviction that working hard and getting a great education will transform their life chances. They come to school every day because they feel safe, they feel engaged, and they feel loved and valued by their teachers.
America’s public schools embody our American values of creativity, industry and ingenuity, and from Hawaii to Maine, I am fortunate to have learned this firsthand.
El cuarto trimestre del año escolar es generalmente un tiempo de preparación en las escuelas y distritos, ya que se planifican los presupuestos, los horarios escolares, y el desarrollo profesional para el próximo año. En este período de preparación, es importante que las escuelas y distritos discutan cómo apoyar a los padres y a la comunidad para que puedan contribuir al éxito estudiantil.
Para ayudar en esta labor, el Departamento de Educación de EE.UU. se enorgullece en presentar su proyecto para que las escuelas y las comunidades puedan promover la participación de los padres y la comunidad. En nuestro país, menos del 25 por ciento de los residentes son menores de 18 años, y todos tenemos la responsabilidad de ayudar a que las escuelas tengan éxito. El proyecto de Capacidad Dual es un proceso que muestra a las escuelas y al personal de los distritos cómo promover de manera eficaz la participación de los padres en las escuelas para aumentar el rendimiento estudiantil, y también proporciona un modelo que las escuelas y los distritos pueden utilizar para fomentar la participación de la comunidad, y para que las escuelas sean el centro de nuestras comunidades.
En mi ciudad natal de Baltimore hay un buen ejemplo de cómo los elementos del proyecto pueden conducir a mejorar la participación. Las Escuelas Públicas de la Ciudad de Baltimore dio apoyo a 12,000 hogares con niños en kindergarten y preescolar para involucrar a las familias en las prácticas de alfabetización en el hogar. Cada semana los estudiantes recibieron una bolsa con diferentes libros infantiles galardonados. Así, los niños leyeron aproximadamente 100 libros durante el año. Además de la repartición de libros, también se dio información de capacitación a los padres y cómo compartir los libros para promover la alfabetización en la primera infancia y fomentar el amor por el aprendizaje. Con el programa, las familias también se conectan con las bibliotecas públicas y escolares. Al concluir el programa, los niños reciben su propia bolsa para guardar sus libros y continuar la práctica de préstamo de libros y el hábito de la lectura.
Para obtener más información sobre el Proyecto de Capacidad Dual, y un video presentado por el secretario de Educación, Arne Duncan, por favor revise detenidamente nuestro sitio web, http://www.ed.gov/family-and-community-engagement. En los próximos meses, proporcionaremos recursos e información adicional para que las escuelas, distritos, comunidades y padres puedan aprender más sobre cómo participar en la educación, y cómo compartir la maravillosa labor que desarrolla la capacidad de los padres, escuelas y la comunidad en el apoyo a todos los estudiantes.
Jonathan Brice, subsecretario, Oficina de Educación Primaria y Secundaria, Departamento de Educación de EE.UU.