OCTAE is proud to be involved in one of the President’s signature efforts: criminal justice reform. A Presidential weekly radio address on October 31, 2015 signaled new attention to this issue and an event in Newark, NJ on November 2, 2015 laid out the many reform efforts being undertaken by federal, state, and local governments and private enterprise. See the fact sheet released with that event.
OCTAE’s Improved Reentry Education (IRE) program, announced in the White House fact sheet, builds upon the success and lessons learned from OCTAE’s previous investment, Promoting Reentry Success through Continuity of Educational Opportunities (PRSCEO) program. PRESCO aimed to address the chronic issue of underemployment for ex-offenders; provide a more constructive use of time for those under community supervision; and, create an education continuum for bridging the gap between prison and community-based education and training programs. The purpose of the IRE program is to support demonstration projects in prisoner reentry education that develop evidence of reentry education’s effectiveness. IRE seeks to demonstrate that high-quality, appropriately designed, integrated, and well-implemented educational and related services—provided in institutional and community settings—are critical in supporting educational attainment and reentry success for previously incarcerated individuals. IRE applicants were instructed to develop their own models or incorporate the revised Reentry Education Model into their project plans.
We all share the goal of improving education, employment, and other key outcomes for youth, especially those who are disconnected from work, school, or other social supports. Today, the U.S. Department of Education is pleased to join with the interagency Performance Partnership Pilots for Disconnected Youth (P3) initiative in announcing nine pilots to improve outcomes for this underserved population. These pilots give state, local, and tribal governments an opportunity to test innovative new strategies to improve such outcomes for low-income disconnected youth ages 14 to 24, including youth who are in foster care, homeless, young parents, involved in the justice system, unemployed, or who have dropped out or are at risk of dropping out of school.
The idea is simple: P3 gives communities greater flexibility to use the federal dollars they already have more effectively, and they agree to be more accountable for concrete outcomes. This first set of pilots will test flexibility with federal youth-serving funds in diverse environments across America, including urban, rural, and tribal communities. Pilot sites include:
Baton Rouge, Louisiana
Broward County, Florida
Los Angeles, California
The State of Oklahoma
Southeastern Kentucky, including Bell, Clay, Harlan, Knox, Leslie, Letcher, and Perry Counties
Ysleta del Sur Pueblo
Pilots will implement solutions that include, for example, helping low-income moms acquire the skills to become better parents while gaining valuable job experience through childcare internships, helping foster youth successfully transition from high school to college or employment, and intervening with the highest-risk youth before they drop out of high school. In the coming weeks, Federal agencies and these sites will finalize performance agreements that will support the pilot’s work and outline the outcomes these solutions will be measured against.
Led by the Department of Education, P3 brings together six federal agencies including the Departments of Labor, Health and Human Services, and Justice as well as the Corporation for National and Community Service and the Institute for Museum and Library Services to help communities address common barriers. For example, practitioners and advocates on the front lines of service delivery have let agencies know that better outcomes are hindered sometimes by programmatic and administrative obstacles, such as fragmented data systems and program stovepipes resulting in poor coordination. P3 pilots can tackle these challenges more effectively by blending together certain federal funds that they already receive from the participating agencies and by acquiring new waivers and flexibility under federal statutes, regulations, and other requirements.
The P3 model emphasizes evidence and learning, both within communities and at a national level. The P3 competition asked sites to match existing evidence of what works with community challenges identified through a needs assessment and to demonstrate how they will use reliable data to guide decision-making and be accountable for better outcomes. All nine pilots responded to the competition’s incentive to rigorously evaluate the impact of at least one component of their on-site approach. Federal agencies will also conduct a national cross-site evaluation of how pilots implement the P3 model, their strategies, challenges, and outcomes. Findings will help strengthen how agencies and the field address disconnected youth needs in the future.
The zip code a young person is born in should never determine his or her outcomes in life. To help prepare for the second P3 competition, which will be held this winter, the Department of Education has released a Notice of Proposed Priorities on behalf of participating agencies to seek ideas from the field on strengthening this important initiative and empowering communities to think big about reconnecting youth.
In an effort to ensure that all students have access to a world-class education that prepares them for college and careers, the U.S. Department of Education, in collaboration with the U.S. Citizenship and Immigration Services, has released a resource guide to help educators, school leaders, and community organizations better support undocumented youths in secondary and postsecondary schools. Those for whom the guide is intended also include Deferred Action for Childhood Arrivals (DACA) recipients.
The guide includes resources aimed at high school and college students and includes:
an overview of the rights of undocumented students;
tips for educators on how to support undocumented youths in high school and college;
key information on non-citizen access to federal financial aid;
a list of private scholarships for which undocumented youths might be eligible;
information on federally funded adult education programs at the local level; and
guidance for migrant students in accessing their education records for DACA.
The aim of the guide is to help educators and school staff to support the academic success of undocumented youths and debunk misconceptions by clarifying the legal rights of undocumented students. The guide also shares information about financial aid options open to undocumented students, and supports youths applying for DACA consideration or renewal.
More information about resources for immigrants, refugees, asylees, and other new Americans can be found here.
This November, the administration will host the Next Gen High School Summit, a national conversation on transforming high schools to better serve all students. Read the full story here, and get involved by submitting your commitment to redesign high school.
Challenge to Redesign High Schools
To emphasize ways in which we can rethink how we provide a high school education to America’s students, we plan to highlight strong collaborations that have committed to engage in comprehensive high school redesign work through new or existing models. At the fall summit, we hope to announce your commitments to produce more next generation high schools in your communities, with a particular focus on those that will benefit low-income and under-represented students, along with commitments to action to ensure more students graduate with college-level coursework or college credit, as well as with career-related experiences or competencies.
This web form will provide us with a brief overview of your goals and commitments and a description of your action plan. This information may form the basis of public materials developed for this event. We encourage interested collaborations to also download the worksheet that will allow each collaboration to share more detail with us about your specific indicators, data, and strategies you are using as you develop these plans. Only 1 submission per collaboration needs to be submitted and campuses may submit additional materials (if desired) through the use of appendices, which should be submitted to firstname.lastname@example.org.
Please submit this form no later than COB Friday, October 30, 2015.
The Reach Higher Career App Challenge is off to an exciting start, and on November 3rd, the U.S. Department of Education is hosting a live webinar to provide an overview of key Challenge information, and discuss questions about the Challenge.
Topics presented during the webinar will include an in-depth explanation of the Challenge, detailing key aspects of the criteria and the multi-stage competition process. The webinar will conclude with a Q&A session.
Albert Palacios, Education Program Specialist at the Office of Career, Technical and Adult Education will host the webinar. He will be joined by judge, Cory Notestine, Counseling & Postsecondary Coordinator at Colorado Springs School District 11, who will share his perspective as a former school counselor in supporting students as they plan for their future. The American School Counselor Association recently named Cory the 2015 National School Counselor of the Year.
The Reach Higher Career App Challenge launched earlier this month to promote the development of mobile solutions that will help students navigate education and career pathways.
With $465,000 in total prizes, the Challenge calls upon app developers, educators, and data mavens to submit mobile solutions to improve access to information about career and technical education (CTE), help students navigate education and career paths, and increase the capacity of career counselors to serve students. We hope you can join us on November 3rd, and bring any questions you have about the Challenge.
Summary from White House Blog Post: The Federal government is supporting the use of open educational resources (OER) to provide equitable access to quality education.
Everyone has the right to education…Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. —Article 26 of the United Nations Declaration of Human Rights
Access to quality education is an essential component of addressing many of our biggest global and societal challenges. Last year, the United Nations surveyed youth around the world about their priorities—what opportunities they want to be offered. More than improvements in electricity and infrastructure, healthcare, and better jobs, what young people asked for was a good education. It’s no surprise that young people value education. World Bank economists estimate that for every year of study, individual income increases by 10-15 percent. These increases don’t just affect individuals; they often generate a “ripple effect” of benefits to families and entire communities. Openly licensed learning resources, also known as open educational resources (OER), can increase access to high-quality education opportunities and reduce the cost of education around the world.
This article is cross-posted from ED’s Homeroom Blog, in recognition of all the immigrants and refugees and their teachers in our programs celebrating Adult Education and Family Literacy Week. Read the full post here.
On Thursday, Sept. 17, President Obama launched the Building Welcoming Communities Campaign, which invites local communities to commit, collaborate, and act on a set of principles to aid new American integration. These principles focus on building inclusive, welcoming communities that advance efforts in the core areas of civil, economic, and linguistic integration. The campaign recognizes the significance of local efforts given that each community has unique circumstances and opportunities. We ask that communities heed the call to create welcoming environments for new Americans in their own schools, neighborhoods, homes, agencies, and institutions. Encouraging broader participation in civic life, providing hubs where skills and job training can be developed, and supporting English language acquisition are clear steps that communities can take to ensure that new Americans feel accepted and supported in the places they call home. Enabling each other to succeed is the cornerstone of all successful communities.
To support these efforts, we will continue to provide critical resources and information to help schools, communities, state and local education agencies, institutions of higher education, and educators better serve this population and their families. One such resource, a Department-sponsored webinar series, focuses on key areas of the Building Welcoming Communities Campaign.
OCTAE has launched an online center to direct adult learners to free, high-quality resources related to education, job and life skills. The LINCS Learner Center complements OCTAE’s priority goal to make on-demand learning available for teachers and students.
The Learner Center, opening during the 2015 National Adult Education and Family Literacy Week, #AEFLWeek, is a gateway to resources from many federal agencies and organizations. Resources accessed through the site can help adult learners improve their reading, writing, math, science, and English skills; build job skills; acquire an understanding of American government and history to obtain citizenship; and find a nearby adult education, computer training, or postsecondary education or training program.
Developed to be mobile-friendly, the site brings resources to learners in class, on the go, and at home. This feature can extend users’ learning time and accelerate their skill development.
Share the site with your teachers and learners and re-tweet alerts from @LINCS_ED. Help amplify OCTAE’s reach by posting the following message to your own social media network:
Help #adultedu learners improve their English, get job skills & more. Point new users to free resources at the Learner Center!
The initial site is a beta version, designed to join the national conversation about digital tools for adult learners. Future phases will incorporate more tools, features, and partners. OCTAE applauds ongoing work to stimulate the marketplace and ed-tech development. Stay tuned and get involved!
Did you know the National Center for Education Statistics (NCES) has a NCES blog? Launched in April 2015, the blog is designed to provide a forum for news about the latest developments in NCES surveys, exciting new research opportunities, commonly misunderstood education measures, important new findings, and innovative data tools.
This article by Elise Christopher and Lauren Musu-Gillette is cross-posted from the NCES blog.
Researchers, educators, and policy makers are interested in knowing what makes students ready for college and careers, and the Department of Education has identified college and career readiness as a priority. In 2011, the Department announced that it would allow for Elementary/Secondary Education Act (ESEA) flexibility for states that developed plans for reforms in certain key areas of education, including college and career readiness. In order to investigate what factors may be associated with college and career outcomes, several important questions arise. For example:
How do students’ high school experiences relate to whether or not they have to enroll in remedial courses in college?
How do these same experiences relate to whether or not they successfully complete college?
What high school and college experiences are associated with successful career choices?
Questions like these are best answered with longitudinal surveys, which track the paths of students as they transition from school to college and the work force. The longitudinal surveys conducted by NCES contain a wide variety of survey components that enable researchers to address policy-related topics across disciplines. Such longitudinal data can be expensive and time consuming to collect, particularly if they are nationally representative with sufficient sample sizes to analyze barriers faced by disadvantaged young adults. Building a sound statistical foundation for these important analyses is one of the key contributions NCES makes when producing datasets such as the Education Longitudinal Study of 2002 (ELS:2002) for the education and research community.
This article is cross-posted from the Department of Education’s Homeroom Blog.
As we celebrate, engage and Read Where You Are today, you might see tweets, Instagram and Facebook posts already on “newsfeeds” with great photos of reading in barbershops. What you might not know, and I am proud to share, is how this all began – when the Department of Education starting chatting with barbers about how we can use all of our tools, scissors included, to cut the achievement gap. At a meeting earlier this year about the importance of summer literacy, a colleague smartly mentioned a need to engage everyone in the community. Our brainstorming left us with a long list, and a colleague specifically mentioned barbershops knowing the important role they play in communities across our country, and especially in communities of color. I immediately thought of a friend, who also happens to be a barbershop owner from Washington Heights in New York City who has made it his priority to give back to his clients, their families and the larger community. As we often do in meetings, I took my “next steps” and reached out to my friend, excited about what could be in store. My work at ED is rooted in who I am, as a student, mentor, tutor, Posse Scholar and American raised in a working class neighborhood in Brooklyn. Having grown up around beauty salons and barbershops, I know what happens there and what’s been happening since has the potential to make a very big difference. In fact, my mother is a hair stylist and has worked in the field for decades.
On June 29, thanks to some truly remarkable small-business barbershop owners, staff from the Department listened and learned with a group of over twenty barbershop owners from around the country who happened to be in Washington, D.C. for an industry event, a hair battle. Our conversation was about how to understand how barbershops can do more to help the students and kids we all care about, how barbers as individuals could be empowered, and how barbers can make a difference.