The Department of Labor (DOL) announced the Equity in Apprenticeship Request for Proposals (RFP) to increase apprenticeship opportunities for underrepresented populations. This RFP seeks to award multiple contracts to national intermediaries to develop national or regional “Opportunity” partnerships. These “Opportunity” partnerships will work to increase gender, racial, ethnic and other demographic diversity and inclusion in apprenticeships.
Links to the announcement and the DOL news release on this effort are below:
The Office of Career, Technical, and Adult Education (OCTAE) hosted the first Minority Serving Institutions (MSIs) convening for two-year colleges on November 16th and 17th. I want to take this opportunity to acknowledge and thank all the representatives of MSIs, the experts from academia and the philanthropic sector, and the staffs of the White House, Congressional legislative staff and the many federal agencies, including the Department of Education, who collaborated to make this convening such a success.
Deputy Assistant Secretary, Mark Mitsui welcomes Minority Serving Institutions (MSI) leaders from across the country.
As our nation becomes more diverse, a growing number of community colleges are designated as, or are eligible to be designated as Minority Serving Institutions. These colleges play a key role in the higher education completion agenda and have a lot of hard-earned wisdom, experience, and knowledge about student success that needs to be shared. Our work on November 16th and 17th was a major step in the right direction. OCTAE hosted over 120 institutions. More than 250 participants in the convening exchanged practices with peers, networked with representatives from 13 federal agencies, and discovered how philanthropy, research, and national student success initiatives intersect with their work. Attendees also had the opportunity to engage in dialogue with several different divisions within the Department of Education and with Congressional staff. A panel of excellent students provided their perspectives.
This conference built on the foundation of work these institutions have already established to help their students to be successful. The energy and enthusiasm at the conference was inspiring and I am looking forward to the work ahead.
Participants agreed to join one of the MSI communities of practice, some of which had been established prior to the convening by volunteer leaders at various community colleges across the country. These communities will continue to exchange promising practices, share invaluable experiences, and connect with federal agencies in an online format.
If you are interested in joining one of the communities of practice or want to discuss other matters with us, please email me at Mark.Mitsui@ed.gov.
With this said, let me once again take the opportunity to thank the attendees for their participation in the convening, for the ideas and aspirations you shared with us, and for your continuing commitment to the well-being and success of your students.
President Obama believes in the innate curiosity of every child, and our responsibility to ensure that every young woman and girl has the opportunity to achieve her dreams, regardless of what zip code she is born in.
This week, as part of the President’s commitment to equal opportunity for all students, the White House Domestic Policy Council and the Council on Women and Girls, the Department of Education, and the Georgetown University Law Center on Poverty and Inequality highlighted programs that focus on developing the talent of girls of color and low-income girls in science, technology, engineering, and math (STEM) and career technical education (CTE) careers. We heard from the educators, innovators, researchers, scientists, and marginalized girls themselves who are dedicated to increasing the participation of low-income girls and girls of color in post-secondary education and in-demand careers within high-growth industry sectors.
According to a recent National Science Foundationstudy, today, more women graduate from college and participate in graduate programs than men. As the White House Council on Women and Girls noted in our November 2014 report, Women and Girls of Color: Addressing Challenges and Expanding Opportunity, since 2009, both fourth- and eighth-grade math scores on the National Assessment of Educational Progress, the largest nationwide assessment, have improved for all girls of color, and since 2009 the high school dropout rate has fallen by 16 percent for black girls and 30 percent for Hispanic girls.
From 2009 to 2012, the graduation rate at four-year colleges and universities increased by 0.9 percentage points for black women, 3.1 percentage points for Hispanic women, 2.7 percentage points for American Indian/Alaska Native women, and 2.1 percentage points for Asian American and Pacific Islander (AAPI) women. Despite this progress, barriers still exist for girls and women in STEM and CTE fields. In 2010, just 10.6 percent of bachelor’s degrees, 7.9 percent of master’s degrees, and 3.9 percent of doctorate degrees in science and engineering were awarded to women of color, and fewer than 1 in 10 employed engineers were women of color.
Many of these girls and young women continue to demonstrate an interest in STEM/CTE education, and we know that they bring new ideas, perspectives, and a passion for innovation and discovery. However, a dearth of resources effectively focused on marginalized girls, inaccurate stereotypes and implicit bias, and a lack of research informing evidence-based programs have combined to discourage many from pursuing and advancing in STEM and CTE careers. We simply cannot afford to allow these unfair and unnecessary barriers to prevent our nation from benefitting from the talents of the best and brightest Americans without regard to race, ethnicity, income, or gender.
We are proud to announce that the Administration is working with non-profit partners to expand access to STEM and CTE for marginalized girls, including low-income and girls of color:
Expanding Access to STEM and CTE Programs that Work:With funding support from the National Science Foundation (NSF), the National Girls Collaborative Project, in coordination with non-profits like COMPUGIRLS and educators from around the country, will create a new STEM/CTE portal that will centralize resources on expanding marginalized girls’ access to STEM and CTE, including curriculum, research, and promising practices. The new project will also implement educator professional development at the local level.
Guidance to Ensure All Students Have Access to CTE and Non-Traditional Careers:The Department of Education is developing policy guidance designed to ensure that all students have equal access to CTE programs. The guidance to high schools, community colleges, and other CTE providers will underscore that gender bias has no place in American schools and that Title IX prohibits schools from relying on sex stereotypes in directing students towards certain fields. The guidance will also help state education agencies as they think about ways to improve women’s representation in non-traditional fields as part of their Perkins Act obligations.
Building Public-Private Partnerships and Strong Mentoring Programs:The Departments of Energy and Education will announce the expansion of a mentoring program that connects federal government employees who are STEM professionals with teachers and middle school students to share their passion, including some of the most marginalized students. This program will expand to additional cities around the country, with a focus on students living in public housing.