This announcement is cross-posted from the IES NewsFlash of 12/08/2015.
ED/IES SBIR Fiscal Year 2016 Program Solicitation is Now Open
Through its annual competition, the Small Business Innovation Research program at the Department of Education’s Institute of Education Sciences provides funding to firms and partners for the research and development, and evaluation of commercially viable education technology products.
On December 7, 2015, ED/IES SBIR released its Fiscal Year 2016 solicitation:
• Fiscal Year 2015 “Phase I” Solicitation: Solicitation #ED-IES-16-R-0003, is a request for Phase I proposals for awards up to $150,000 for 6-months. These proposals are for the development of prototypes of education technology products to improve relevant student, teacher, or administrator outcomes in education and special education settings.
To access to the Phase I solicitation on the FBO.gov website, click here.
The submission deadline for all Phase I proposals is January 21, 2016, at 2 P.M. EST.
Please Note: ED/IES SBIR is not offering a Fast-Track (Phase I & II) program solicitation in FY 2016.
For more information about the Institute’s SBIR program, visit the program website here.
By Guest Author, Acting Assistant Secretary Johan E. Uvin.
A college degree or credential is the key to individual and national prosperity. By 2020, economists predict that nearly two thirds of all jobs will require some level of education and training beyond high school. However, less than 60 percent of Americans 25 years and older currently have this level of preparation.
Last week, I had the fortune of engaging with hundreds of adult education practitioners, researchers, and advocates at National College Transition Network (NCTN) conference in Providence, RI. These thought leaders convened to share and identify effective strategies for helping adult learners progress to and through postsecondary education and training to good jobs.
Dual enrollment programs, in which students enroll in postsecondary coursework while working toward a secondary school diploma, was one of the many promising approaches discussed at NCTN. Research has shown that participation in dual enrollment programs can lead to improved academic outcomes for students such as greater secondary school completion, higher GPA, and increased likeliness of enrolling in and completing a postsecondary degree.
Recognizing the promise of dual enrollment, last year Congress amended the Higher Education Act to allow students who do not have a high school diploma or its equivalent to be eligible for Title IV financial aid through a program called Ability to Benefit (ATB). In order to receive Title IV financial aid through ATB, students must be enrolled in an eligible career pathway program.
In an effort to expand access to higher education, on November 3rd the Department of Education published a Federal Register notice inviting postsecondary institutions, in partnership with public secondary schools or local education agencies, to apply to participate in the dual enrollment experiment that will allow students without a secondary school diploma or its recognized equivalent to receive Federal Pell Grants for integrated education programs. This experiment will expand access to college coursework for secondary school students from low-income backgrounds, a group that studies have identified as benefiting immensely from dual enrollment programs. The Department will invest up to $20 million in the 2016-17 award year, benefiting up to 10,000 students from low-income backgrounds across the country.
In addition to helping low-income students currently enrolled in a traditional public secondary school, this experimental program can provide much needed educational and financial support to low-skilled adults. In the U.S., over 30 million adults do not have a high school diploma and 20% of U.S. adults with a high school diploma have low literacy skills. Many of these low skilled adults are actively seeking educational programs and are working to increase skills, educational attainment, and economic outcomes, and say they want to do more. Dual enrollment programs could enable these adults, particularly those from low-income backgrounds, to achieve their goals.
To be considered for participation in the Dual Enrollment experimental site, interested postsecondary institutions must submit a letter of interest to the Department of Education, following the procedures listed in the Federal Register notice.
Johan E. Uvin Acting Assistant Secretary for the Office of Career, Technical, and Adult Education (OCTAE)
We want to hear your thoughts, and hope you will participate in this open call!
In 2016, the U.S. Department of Education (ED) will launch the EdSim Challenge, which will call upon the gaming, developer, and edtech communities to design simulated environments that prepare America’s students for a more competitive world through high-quality career and technical education.
On November 5th, OCTAE launched a call for public feedback to help inform the Challenge design. Public feedback will be accepted through December 6, 2015 regarding topics such as simulated learning subject areas, skill sets, and technical considerations.
Following the call for public feedback, ED will finalize the EdSim Challenge design. In Spring 2016, the EdSim Challenge will open for submissions, seeking engaging educational simulations that will help define the next generation of applied learning and pair immersive technologies with rigorous educational content and integrated assessment.
Simulated learning experiences, such as immersive gaming environments, virtual reality, and training simulations, represent an emerging class of instructional content delivery in education. Research indicates that simulation-based learning holds advantages for students in terms of information retention, engagement, skills training, and learning outcomes. We are excited to help move these technologies forward for the benefit of our nation’s students.
The following paragraph is excerpted from the Clinton Global Foundation’s announcement:
The SEED Coalition is inspiring young minds with STEM activities in energy efficiency. Here, girls from the Tampa Public Housing Authority get involved with a project at the Museum of Science and Industry. Photo courtesy of the U.S. Department of Energy.
In 2015, the U.S. Department of Housing and Urban Development, in partnership with the U.S. Departments of Education and Energy, committed to launch SEED (STEM, Energy and Economic Development): Coalitions for Community Growth, a place-based initiative that will connect public housing residents across the United States to STEM education and jobs. Leveraging federal investments and national partnerships, SEED will create local coalitions of public-private partners to launch or expand programs that provide access to energy literacy, STEM learning and workforce development opportunities for public housing residents. These opportunities will prepare them for living wage jobs in the energy and STEM fields, including those created by federal investments in infrastructure upgrades and energy retrofits at Public Housing Authorities (PHAs). In partnership with local PHAs, SEED will be piloted in five communities: Cleveland (Cuyahoga County), Denver, District of Columbia, San Antonio, and Tampa, with the goal of expanding to 20 cities by 2018. Through this initiative, 8,000 youth in public housing will get access to STEM education; 1,000 residents will receive STEM workforce training, and 1,000 will obtain employment. See more at: https://www.clintonfoundation.org/clinton-global-initiative/commitments/seed-coalitions-community-growth#sthash.6PL2Ju3o.dpuf
OCTAE announces a new project to explore options for improving connections between secondary Career and Technical Education and Apprenticeships in conjunction with first National Apprenticeship Week. OCTAE is pleased to report the launch of our new initiative to promote youth engagement in this promising workforce development strategy. Given the benefits that apprenticeship confers to both trainees and employers, states are exploring ways to attract more people, including youth, to apprenticeship programs.
The OCTAE-sponsored initiative explores options for expanding the pipeline of apprentices. The project focuses on identifying promising strategies to improve programmatic alignment between secondary career and technical education (CTE) programs and the registered apprenticeship system. The project will support state and local leaders in replicating and scaling existing pre-apprenticeship and youth apprenticeship programs, and will promote apprenticeships as a viable career path for students participating in CTE programs. The project is entitled “Potential Role of Secondary Career and Technical Education Programs in Preparing Students for Apprenticeship Programs.”
“Students participating in secondary CTE are among the most qualified for entry into apprenticeship programs, and OCTAE is pleased to do its share in helping to meet the President’s ambitious goal of doubling the number of apprentices within five years.”
— Dr. Johan Uvin, Deputy Assistant Secretary, OCTAE
Apprenticeship programs offer unique, mutually beneficial opportunities to apprentices and employers. Apprentices learn advanced, industry-vetted academic and technical skills that are offered as part of a paid, on-the-job work experience. Upon program completion, apprentices earn industry-recognized credentials that enable them to find immediate employment, with average starting wages above $50,000 annually. By being directly involved in training apprentices, employers ensure that they have access to the talent to meet their workforce needs, and be economically competitive.
OCTAE plans to release technical assistance materials and tools on our PCRN website that highlight promising practices and actionable strategies, and will likely include a resource guide, instructional videos, and webinars showcasing local program design strategies and tools.
On Thursday, November 12 from 3:15-4:30 pm ET, a webinar entitled “Innovative Teaching and Transportation Industry Partnerships” will feature teachers, administrators and industry partners and their insights and examples of innovative programs and teaching models to deliver transportation-related curricula for high school students. The webinar is hosted and co-sponsored by the Northeast Center of the National Network for the Transportation Workforce and the National Association of State Directors for Career Technical Education. You can register for the webinar here.
The Federal Highway Administration established a National Network for the Transportation Workforce that consists of five Regional Surface Transportation Workforce Centers. The Centers engage and facilitate partnerships with State Departments of Transportation, State Departments of Education, industry, and other public and private stakeholders to support more efficient approaches to transportation workforce development. The centers address the range of workforce development activities from middle and high-schools to technical schools and community colleges. The centers are also useful resources for universities, postgraduate programs, and transportation workers.
In addition, the Departments of Education, Transportation, and Labor have been working closely to project future employment, skills, skills gaps, and training needs within the transportation industry and its subsectors. The report, called “Strengthening Skills Training & Career Pathways Across the Transportation Industry,” is available on the Perkins Collaborative Resource Network.
Excellent Career and Technical Education Programs of Study deserve recognition. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) has announced its third annual Excellence in Action award, which recognizes and honors superior Career Technical Education (CTE) programs of study from around the nation. Applications are due December 9, 2015. The awards highlight high quality Career Cluster-based programs of study that have a meaningful impact on student achievement and success. Winners will receive national exposure and be recognized at an awards ceremony in Spring of 2016 in Washington, D.C. The awards provide an opportunity to highlight exemplary CTE programs of study.
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.