By: Brenda Calderon, Ph.D., Office of Elementary and Secondary Education
“Promise Neighborhoods build on the rich resources, ingenuity, and creativity of communities to bring together schools, nonprofits, and other organizations in a concerted effort to meet the needs of children and youth” — Secretary of Education Miguel Cardona.
One of the most critical challenges illuminated by the recent period of emergency remote learning has been providing access to reliable, high-speed internet and connected devices to facilitate everywhere, all-the-time learning. Data clearly show the lack of these essential technologies impact communities of color and low-income communities to a disproportionate extent. As schools recover from the pandemic, several federal agencies and the Office of Educational Technology (OET) are stepping up to provide resources to close the digital divide.
By: Misael Gonzalez, High School English Language Arts teacher, Miami, Florida
In many ways, my definition of teacher leadership was shaped by dramatized Hollywood portrayals of real accounts: a heroic singular leader fighting the system to make a change, a school in a “rough part of town” with a high minority-student population, and a challenge that had been thought a lost cause by everyone else I have come to realize that teacher leadership is not a case of catching lighting in a bottle. Through research, reading, and learning in my doctoral program, I’ve come to understand teacher leadership relies on collaborative efforts in and out of the classroom, requires a unique set of skills, and needs the right culture to truly grow. Here is what I’ve learned:
By: Julian Guerrero, Director, Office of Indian Education Office of Elementary and Secondary Education
Haa Maruaweka (“Hello everyone,” in Comanche language)
Advancing its commitment to maintaining, protecting, and revitalizing Native American languages – the U.S. Department of Education has announced approximately $1 million in grant funding available for Native American Language (NAL@ED) projects. Native American language learning is fundamentally connected to the well-being and sustainability of Tribal sovereignty and self-determination. A major emphasis of this program is to fund both partial and full immersion programs in addition to developing new or expanding existing language programs.
The COVID-19 pandemic proved to all of us just how important access to childcare and early childhood education is not only for children, but for parents and caretakers. I know I felt that tension, personally, as I too juggled childcare responsibilities for my daughter and work at the beginning of the pandemic. Eventually, I was able to enroll her in a universal pre-K program. However, due to pandemic policies, that was only four hours per day, and balancing work, virtual school, and the need for additional childcare was a complicated mix.
By: Neven Holland, Treadwell Elementary, Memphis-Shelby County Schools (MSCS), Tennessee
“It’s the difficulty that keeps me here. It’s the opportunity to give my students in an underserved neighborhood with limited resources the high-quality teachers they deserve,” says my teacher colleague Armani Alexander. Despite all the difficulties of pandemic teaching, there is still this culture to grit and grind like our hometown Memphis Grizzlies in the profession we love with respect and knowledge of our urban community (Emdin, 2016).
As one of the first recipients in Maine of a Pell Grant through the Second Chance Pell Experimental Sites Initiative, I cherish these opportunities to represent education’s potential for rehabilitating the imprisoned. My education while incarcerated and my release to the “real world” holds perspective which I offer gratefully to provide more insight on this topic. Transitioning back to normal living has had its challenges, but I’m no stranger to life’s obstacles.
By: Richard Cordray, Chief, U.S. Department of Education’s office of Federal Student Aid
Ten years ago this week, President Barack Obama issued an executive order that established guiding principles to protect veterans, service members, and their families who pursue higher education. These are known formally as the Principles of Excellence for Educational Institutions Serving Service Members, Veterans, Spouses, and Other Family Members. To apply these principles, the U.S. Department of Education (ED) works with the Departments of Defense (DoD) and Veterans Affairs (VA) and the Consumer Financial Protection Bureau (CFPB) to ensure colleges and career schools provide quality educational opportunities to military-connected students.
My name is Jessica Louise Henry. I am a 39-year-old woman born and raised in Detroit. After foster care, juvenile detention centers, teen pregnancy, three rehabs, several therapists, eight jail terms, and two prison bids, my life had become scattered. I have a visual of cards spread haphazardly across the floor with many unanswered “whys” that have piled up throughout my life.
By: Andrew O’Donnell, intern for the U.S. Department of Education’s Office of Federal Student Aid
As someone currently attending community college, I can tell you firsthand about many of its benefits. Not only is community college significantly cheaper than four-year institutions and often much closer to home, it’s also a great place to begin your postsecondary education if you’re someone like me who was unsure of a specific program of study to pursue right after graduating from high school.
After Emancipation, formerly enslaved people had to make new lives for themselves in a world that was new to them in some respects. For too many of them, their new lives were much like their old: working for next to nothing on someone else’s farm or plantation. Some moved North for better opportunities, but regardless of locale, it became apparent that education was the only way to truly free oneself and ensure subsequent generations of better lives. This mindset became the mantra for many African-Americans in the early to mid-20th Century.