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Democratic Candidates for 2020: Warren Details Plan to Bolster Public School Education

Senator Elizabeth Warren holds campaign rally in Washington Square Park, NYC © Karen Rubin/news-photos-features.com

The vigorous contest of Democrats seeking the 2020 presidential nomination has produced excellent policy proposals to address major issues. In a recent poll, Americans have indicated that education is a top issue. Senator Elizabeth Warren released her plan to invest hundreds of billions of dollars in public schools, paid for by a 2c wealth tax on fortunes above $50 million. “It’s time to live up to the promise of a high-quality public education for every student. My plan makes big, structural changes that would help give every student the resources they need to thrive.” This is from the Warren campaign:

Charlestown, MA – Senator Elizabeth Warren released her plan to invest hundreds of billions of dollars in our public schools — paid for by a two-cent wealth tax on fortunes above $50 million — and make a series of legislative and administrative changes to ensure a great public school education for every student. 

Her plan has five objectives: 

Fund schools adequately and equitably: Invest hundreds of billions of dollars in pre-K-12 public education, paid for by her wealth tax — including quadrupling Title I funding, fully funding the Individuals with Disabilities Education Act, investing an additional $50 billion in repairing and upgrading school buildings, and offering schools $100 billion in Excellence Grants to invest in options that schools and districts identify to help their students. A Warren Administration will also set the goal of turning 25,000 public schools into true community schools. She will condition the new Title I money on states chipping in more funding and adopting and implementing more progressive funding formulas, so that more resources go to the schools and students that really need them. She will also improve the way the federal government allocates this new Title I funding.

Renew the fight against segregation and discrimination in our schools: She will attack residential segregation in a variety of ways, strengthen Title VI of the Civil Rights Act by expanding the private right of action under Title VI to cover claims of disparate impact against states and school districts, revive the Department of Education’s Office for Civil Rights, apply particular scrutiny to breakway districts, and commit to enforcing the civil rights of all students.

Provide a warm, safe, and nurturing school climate for all our kids: She will cancel student breakfast and lunch debt and provide free and nutritious school meals, eliminate high stakes testing, end zero tolerance discipline policies, implement and expand Social Emotional Learning, and address chronic absenteeism.

Treat teachers and staff like the professionals they are: She will address not just teacher pay, but other important issues including strengthening bargaining power, cancelling student loan debt, diversifying the teacher pipeline, and funding professional development.

Stop the privatization and corruption of our public education system: She will ensure public dollars are not diverted from traditional public schools, end all federal funding for creating new charter schools, and push to ensure that existing charter schools are subject to at least the same level of transparency and accountability as traditional public schools. She also supports banning for-profit charters, and will direct the IRS to investigate so-called nonprofit schools that are violating the statutory requirements for nonprofits, and will ban the storing and selling of student data. 

Read more about her plan here and below:

I attended public school growing up in Oklahoma. After I graduated from the University of Houston, a public university where tuition cost only $50 a semester, my first job was as a special education teacher at a public school in New Jersey. I later attended a public law school.  

I believe in America’s public schools. And I believe that every kid in America should have the same access to a high-quality public education — no matter where they live, the color of their skin, or how much money their parents make. 

We’re not living up to that promise. Funding for public K-12 education is both inadequate and inequitable. I’ve long been concerned about the way that school systems rely heavily on local property taxes, shortchanging students in low-income areas and condemning communities caught in a spiral of decreasing property values and declining schools. Despite a national expectation of progress, public schools are more segregated today than they were thirty years ago, and the link between school funding and property values perpetuates the effects of ongoing housing discrimination and racist housing policies, like redlining, that restricted homeownership and home values for Black Americans. 

We ask so much of our public school teachers, paraprofessionals, and school staff. But instead of treating them like professionals — paying them well, listening to them, and giving them the support they need — we impose extreme accountability measures that punish them for factors they cannot possibly control. We divert public dollars from traditional public schools that need them, leave our students vulnerable to exploitative companies that prey on schools’ limited resources for profit, and allow corruption to undermine the quality of education that our students receive. 

And each of these trends has gotten worse under Betsy DeVos — a Secretary of Education who thinks traditional public schools are a “dead end.” 

We can do so much better for our students, our teachers, and our communities. I’ll start – as I promised in May – by replacing DeVos with a Secretary of Education who has been a public school teacher, believes in public education, and will listen to our public school teachers, parents, and students. 

But that’s just the beginning. As public school teachers across the country know, our schools do not have the financial resources they need to deliver a quality public education for every child. That’s why my plan invests hundreds of billions of dollars in our public schools — paid for by a two-cent wealth tax on fortunes above $50 million — and makes a series of legislative and administrative changes to achieve five objectives: 

Fund schools adequately and equitably so that all students have access to a great public education.

Renew the fight against segregation and discrimination in our schools.

Provide a warm, safe, and nurturing school climate for all our kids.

Treat teachers and staff like the professionals they are.

Stop the privatization and corruption of our public education system.

What would this plan mean for America’s families? Parents wouldn’t have to bust their budgets to live in certain exclusive neighborhoods just to ensure that their children get a good education. Parents of children with disabilities wouldn’t have to fight every day so their children get the services they’re entitled to and that they need. Public school teachers and staff would have more financial security and more freedom to use their expertise to teach their students. And every student would have the chance to go to a safe, enriching public school from pre-K to high school. 

Funding Schools Adequately and Equitably 

All students should have the resources they need to get a great public education. That’s not happening today. The data show that more school funding significantly improves student achievement, particularly for students from low-income backgrounds. Yet our current approach to school funding at the federal, state, and local level underfunds our schools and results in many students from low-income backgrounds receiving less funding than other students on a per-student basis. My plan makes a historic new federal investment in public schools — and pushes both the federal government and state governments to dedicate more resources to the schools and students that need them most.

State and local funds make up about 90% of total K-12 education funding. The federal government provides roughly the remaining 10% of K-12 funding, primarily through Title I of the Elementary and Secondary Education Act of 1965. 

Both sets of investments have serious shortcomings. On the state side, even when states provide substantial supplemental funding for high-need communities, reliance on local property tax revenue means wealthier communities are often still able to spend more money on their public schools than poorer communities. As of 2015, only 11 states used a progressive funding formula — one that dedicates more money per-student to high-poverty school districts. The remaining states use a funding formula that is either basically flat per-student or dedicates less money per-student to high-poverty districts. In a handful of states, students in high-poverty districts get less than 75 cents for every dollar that students in wealthier school districts get.

There are problems with federal funding too. The Elementary and Secondary Education Act is a civil rights law Congress enacted to provide supplemental support for students from low-income backgrounds or those who need extra support, like English Language Learners and students who are homeless or in foster care. Almost every school district and 70% of schools receive some Title I money, but the current investment in Title I — $15.8 billion — is not nearly enough to make up for state-level funding inequities. And Title I funding itself is distributed based on a formula that isn’t always efficiently targeted to ensure adequate support for the schools and students who need it most. 

Our flawed approach to K-12 funding isn’t just producing disparities in education between poor and rich students. It’s also helping produce disparities in education based on race. Black and Latinx students are disproportionately likely to attend chronically under-resourced schools. Bureau of Indian Education schools are badly underfunded too. 

My plan addresses each and every aspect of this problem. It starts by quadrupling Title I funding — an additional $450 billion over the next 10 years — to help ensure that all children get a high-quality public education. 

But we need to do more than just increase funding. We also need to ensure that federal funds are reaching the students and schools that need it most. That’s why I’m committed to working with public education leaders and school finance experts to improve the way the federal government allocates this new Title I funding. And I would impose transparency requirements on this new funding so that we can understand what investments work best and adapt our approach accordingly.

I’m also committed to using this new federal investment to press states to adopt better funding approaches themselves. I would condition access to this additional Title I funding on states chipping in more funding, adopting more progressive funding formulas, and actually allocating funding consistently with these new formulas. This would ensure that both the federal government and state governments do their part to progressively and equitably fund public schools while still ensuring that no child gets less per-student funding than they do today. 

My plan also lives up to our collective commitments to students with disabilities. The Individuals with Disabilities Education Act protects the civil rights of students with disabilities by guaranteeing their right to a free and appropriate public education. When Congress passed the original version of IDEA in 1975, it promised to cover 40% of the additional costs of educating students with disabilities. 

But today, Congress is failing spectacularly in meeting that obligation. Last year, the federal government covered less than 15% of these costs. That failure has shifted the burden to states and school districts that simply can’t find the money to make up the difference. The result? Students with disabilities are denied the resources they need to fulfill their potential.  

This will end under my administration. I’ll make good on the federal government’s original 40% funding promise by committing an additional $20 billion a year to IDEA grants. I will also expand IDEA funding for 3-5 year olds and for early intervention services for toddlers and infants.

In addition to ensuring that all students have the resources they need for a high-quality public education, I’ll give schools the chance to invest in programs and resources that they believe are most important to their students. That’s why my plan will invest an additional $100 billion over ten years in “Excellence Grants” to any public school. That’s the equivalent of $1 million for every public school in the country to invest in options that schools and districts identify to help their students. These funds can be used to develop state-of-the art labs, restore afterschool arts programs, implement school-based student mentoring programs, and more. I’ll work with schools and school leaders to develop the best way to structure these grants to meet their needs.

Those funds can also be invested in developing sustainable community schools — and the Warren Administration will have the goal of helping 25,000 public schools transition to the community school framework by 2030. Community schools are hubs of their community. Through school coordinators, they connect students and families with community partners to provide opportunities, support, and services inside and outside of the school. These schools center around wraparound services, family and community engagement, afterschool programs and expanded learning time, and collaborative leadership structures. Studies show that every dollar invested in community schools generates up to $15 in economic return to the community. 

Finally, my plan will provide a surge of investment in school facilities and infrastructure. About 50 million students and 6 million adults spend their weekdays in public school buildings. Too many of these schools are dealing with leaky roofs, broken heating systems, lead pipes, black mold, and other serious infrastructure issues. According to the most recent data, more than half of our public schools need repairs to be in “good” condition. Our poor school infrastructure has serious effects on the health and academic outcomes of students and on the well-being of teachers and staff.

The vastly unequal state of public school facilities is unacceptable and a threat to public education itself. We cannot legitimately call our schools “public” when some students have state-of-the-art classrooms and others do not even have consistent running water. The federal government must step in. 

That’s why, as President, I’ll invest at least an additional $50 billion in school infrastructure across the country — targeted at the schools that need it most — on top of existing funding for school upgrades and improvements in my other plans. For example, my Clean Energy Plan for America commits billions of dollars to retrofit and upgrade buildings to increase energy efficiency and to invest in zero-emission school buses. My housing plan commits $10 billion in competitive grants that communities can use for school repairs. My Environmental Justice plan establishes a lead abatement grant program focused on schools. My Plan to Invest in Rural America commits to universal broadband so that every student in this country can access the Internet at school. And I will fully fund Bureau of Indian Education schools to support major construction and repair backlogs. 

Renewing the Fight Against Segregation and Discrimination in Public Schools 

While Donald Trump tries to divide us and pit people of different races and backgrounds against each other, Americans know that we are stronger because of our differences. As my dear friend Congressman Elijah Cummings said earlier this year before his passing, “America has always been at its best when we understand that diversity is our promise — not our problem.” Integrated communities and integrated schools help create a society built on mutual respect and understanding. 

But broad public affirmation of the Brown v. Board of Education decisions in the 1950s and recent debates about historical desegregation policies have obscured an uncomfortable truth — our public schools are more segregated today than they were about thirty years ago.  

We made only fitful progress towards integration in the years immediately after the Brown v. Board decisions. But by the mid-1980s, thanks to dedicated advocacy by civil rights leaders and sustained investment and oversight by the federal government, school segregation had declined

Then we reversed course. The Supreme Court scaled back the courts’ remedial tools to address segregation, which — as I called out at the time as a law student — entrenched segregation, particularly in Northern urban schools. To make matters worse, the Nixon and Reagan Administrations slashed investments in integration efforts and loosened federal oversight, setting us on a path towards heightened segregation. Over the same period, segregation of Latinx students entrenched even further. 

Integrated schools improve educational outcomes for students of all races. And integrated schools are demanded by our Constitution’s guarantee of equal protection to every person in this country. In a Warren Administration, we will achieve this goal.

The first step toward integrating our schools is integrating our communities. Today in America, residential communities are highly segregated. Some believe that’s purely a result of people choosing to live close to other people who look like them. That’s wrong. Modern residential segregation is driven at least in part by income inequality and parents seeking out the best possible school districts for their children. By investing more money in our public schools — and helping ensure that every public school is a great one — my plan will address one of the key drivers of residential segregation.    

Beyond that, my Housing Plan for America establishes a $10 billion competitive grant program that offers states and cities money to build parks, roads, and schools if they eliminate the kinds of restrictive zoning laws that can further racial segregation. And it includes a historic new down payment assistance program that promotes integration by giving residents of formerly redlined areas help to buy a home in any community they choose.   

My plan would also use federal education funding to encourage states to further integrate their schools. Under current law, states may use a portion of Title I funds to implement evidence-based interventions for low-performing schools. The data show that students at integrated schools perform better, so even in the absence of congressional action, my administration can and will use these provisions to encourage states to use that portion of Title I money on integration efforts of their own design. All told, that will add up to billions of dollars a year that states can use to promote residential and public school integration, including through the use of public magnet schools. And to ensure that school districts won’t have to choose between integration and federal funding, my plan will guarantee that districts will retain access to Title I funds even if their successful integration efforts cause the districts to fall below current Title I funding thresholds.

Incentives to integrate communities and schools will encourage many districts to do the right thing. But they won’t be sufficient everywhere. That’s why I’m committed to strengthening Title VI of the Civil Rights Act of 1964 — which prohibits discrimination on the basis of race in any program or activity that receives federal funding — and reviving robust enforcement of its terms. Betsy DeVos and the Trump Administration have pulled back on civil rights enforcement, seemingly content to let states and districts use billions of taxpayer dollars to entrench or exacerbate racial segregation in schools. That ends under a Warren Administration. Here’s what we’ll do:

Strengthen Title VI: Under current Supreme Court precedent on Title VI, the government can challenge any policy that disproportionately harms students of color, but students and parents can only bring a claim under Title VI for intentional discrimination. Students and parents should have the right to challenge systemic discrimination that perpetuates school segregation, so I will push to expand the private right of action under Title VI to cover claims of disparate impact against states and school districts. I will also fight to give the Justice Department — in coordination with the relevant funding agency — direct enforcement authority to bring disparate impact claims under Title VI, and to give DOJ the right to issue subpoenas and civil investigative demands under Title VI to strengthen their investigative capacity.

Revive and fund the Department of Education’s Office for Civil Rights (OCR): OCR is responsible for enforcing federal civil rights laws in our public schools. Betsy DeVos rescinded dozens of guidelines intended to prevent discrimination and limited OCR’s capacity to give complaints the consideration they deserve. My administration will restore and expand OCR’s capacity, reinstate and update the rules and guidance revoked by DeVos, press for new protections for students, and give OCR clear marching orders to root out discrimination wherever it is found.  

Subject attempts to create “breakaway” districts to additional enforcement scrutiny: Since 2000, there have been at least 128 attempts to break off a part of an existing school district into its own separate district. These “breakaway” districts are often wealthier and whiter than the district they leave behind and typically result in massive funding inequities between the new district and the old one. Under my leadership, the Department of Education and the Justice Department will subject any attempt to create a breakaway district to careful scrutiny and bring appropriate Title VI enforcement actions.  

Improve federal data collection to support better outcomes: Activists, academics, and legislators rely on the Department of Education’s Civil Rights Data Collection to better monitor and remedy what’s broken in our public education system. But there’s a years-long lag in the data collection process — and the data that are collected glosses over crucial details. I will increase funding for CRDC so that we can expand the types of data collected, provide data collection training on the district and state level, and produce data more quickly.  

I am also committed to ending discrimination against all students. My administration will strictly enforce the right of students with disabilities to a free and appropriate public education. I will push to build on Obama-era policies by writing new rules to help ensure that students of color with disabilities are treated fairly when it comes to identifying disabilities, classroom placement, services and accommodations, and discipline. I am opposed to the use of restraint and seclusion in schools, and I will push for sufficient training to ensure student, teacher, and staff safety. I will protect students’ right to be educated in the least restrictive environment. And in light of the Supreme Court’s unanimous decision in Endrew F. v. Douglas County School District, which affirmed the right of every child to have the chance to meet challenging objectives, my Department of Education will help schools and districts develop and implement ambitious individualized education programs for all students with disabilities. This includes upholding the right to a fair and appropriate public education for students in juvenile detention facilities, who are disproportionately students with disabilities. 

I will also fight to protect the rights of LGBTQ+ students. When Gavin Grimm took his school district to court to defend the rights of transgender students, he bravely stood for the many LGBTQ+ students facing harassment and discrimination in our schools. Today, more than half of LGBTQ+ students report feeling unsafe at school, and nearly a fifth have been forced to switch schools. That’s why I will press to enact the Safe Schools Improvement Act, which requires school districts to adopt codes of conduct that specifically prohibit bullying and harassment on the basis of sexual orientation and gender identity. I will also direct the Department of Education to reinstate guidance revoked under Trump about transgender students’ rights under Title IX, and make clear that federal civil rights law prohibits anti-LGBTQ+ rules like discriminatory dress codes, prohibiting students from writing or discussing LGBTQ+ topics in class, or punishing students for bringing same-sex partners to school events. And I will affirm and enforce federal protections under Title IX for all students who are survivors of sexual harassment and assault.

I will commit to protecting English Language Learners. Our public schools are home to nearly 5 million English Language Learners — about 10% of the entire student population. In 1974, the Supreme Court ruled that failing to give English Language Learners meaningful instruction was a violation of their civil rights. But, once again, the Department of Education is failing these students under Betsy DeVos. As President, I will affirm and strengthen the Obama Administration’s 2015 guidelines on the civil rights of English Language Learners to include meaningful access to rigorous coursework, teachers, special education services, and integration with the rest of the student body, while fostering their home language.

I will also commit to protecting immigrant students and their families. Immigration makes America stronger — economically, socially, and culturally. But because of the Trump Administration’s inhumane immigration policies, many immigrant students are afraid to go to school, and many families living in the shadows are afraid to access resources like free school lunch. I would end the Trump’s Administration’s monstrous policies and enact immigration reform that is fair, humane, and reflects our values. I will ensure immigrant students don’t get second-class status by being directed into GED programs instead of classrooms. I will protect sensitive locations like schools from immigrant enforcement actions. And I’ll recommit OCR to upholding and enforcing Plyler v. Doe — which the Trump administration has tried to undermine — so that all immigrant children have access to a quality education, no matter their native language, national origin, immigration status, or educational history. 

Finally, I will nominate judges who look like America and are committed to applying our civil rights laws. The courts often have the final say on critical civil rights matters. Donald Trump has appointed judges who are overwhelmingly white and overwhelmingly male. During their confirmation processes, dozens of his appointees refused to state publicly that they would uphold Brown v. Board of Education. I’m committed to appointing a diverse slate of judges, including those who have a background in civil rights. And while it is shocking to need to make this commitment, I will only appoint judges who will apply the law as established in Brown v. Board of Education and other landmark civil rights rulings.

Providing a Warm, Safe, and Nurturing School Climate for All Our Kids

Every student deserves the opportunity to learn in a traditional public school that’s welcoming and safe. Research shows that students learn best when they have supportive and nurturing relationships with teachers and administrators, and when learning is not just academic but social and emotional too. With 46 million children experiencing some form of trauma — whether it’s poverty, violence in the community or in the home, homelessness, family separation, or an incarcerated caretaker — we can’t expect schools to bear this burden alone.  

In addition to my goal of turning 25,000 public schools into true community schools, my plan will ensure the federal government plays its part in trying to bring a positive and nurturing climate to every school.  

Here’s what we’ll do:

Expand access to early childhood services and education: My plan for Universal Child Care and Early Learning will provide high-quality child care and early learning to 12 million kids across the country. As part of a comprehensive early childhood education system, I will ensure all children can attend free high-quality universal pre-K. That means pre-K teachers that are prepared, supported, and compensated fairly, and program alignment to K-3, ensuring that every child is ready for day one of kindergarten and beyond.

Eliminate high-stakes testing: The push toward high-stakes standardized testing has hurt both students and teachers. Schools have eliminated critical courses that are not subject to federally mandated testing, like social studies and the arts. They can exclude students who don’t perform well on tests. Teachers feel pressured to teach to the test, rather than ensuring that students have a rich learning experience. 

I oppose high-stakes testing, and I co-sponsored successful legislation in Congress to eliminate unnecessary and low-quality standardized tests. As president, I’ll push to prohibit the use of standardized testing as a primary or significant factor in closing a school, firing a teacher, or making any other high-stakes decisions, and encourage schools to use authentic assessments that allow students to demonstrate learning in multiple ways.

Cancel student breakfast and lunch debt and provide free and nutritious school meals: No one should have to go into debt to get a nutritious meal at school. I’ve already proposed expanding the farm-to-school program one-hundred fold so that schools get access to fresh, local, nutritious meals. I will also push to cancel all existing student meal debt and increase federal funding to school meals programs so that students everywhere get free breakfast and lunch. And to meaningfully address student food insecurity and hunger, I will direct my Department of Education to work with schools to look for ways to provide dinner, and meals over weekends and throughout long holidays, to students who need it.  

Invest in evidenced-based school safety: Despite evidence that the militarization of our schools does not improve school safety, the Trump Administration has doubled down on militarization policies that only make students, teachers, and parents feel less safe. Enacting basic gun safety laws that the overwhelming majority of Americans support is a critical step towards improving school safety. But we need to take a different approach in our schools, too — 14 million students attend schools with police but no counselor, nurse, psychologist, or social worker. 

I will push to close the mental health provider gap in schools so that every school has access to the staff necessary to support students. And if police officers have to be in schools, they should receive training on discrimination, youth development, and de-escalation tactics, and the contracts between districts and law enforcement agencies should clearly define the responsibilities and limitations of the officers and the rights of the students. And no teacher should be armed — period.  

End zero-tolerance discipline policies: Zero-tolerance policies require out-of-school suspensions or expulsions on the first offense for a variety of behaviors. These policies are ineffective, disproportionately hurt BlackLatinxNative American, and Southeast Asian and Pacific Islander students, and can serve as the entry point to the school-to-prison pipeline. My administration will encourage schools to adopt discipline policies that draw students in rather than pushing them out, including restorative justice programs, which have been shown to dramatically reduce suspension rates and the discipline gap between Black and White students. I will also push to issue guidance to limit the use of discriminatory dress codes targeting student dress and hairstyle that lead to students of color losing valuable learning time and Muslim students being denied participation in school activities.

Establish more School-Based Health Centers: Students do better when they have access to good health care on site, but students from low-income backgrounds are less likely to have regular access to providers and preventative care. Students from rural communities and students attending Bureau of Indian Education schools also face significant barriers to health care access. School-Based Health Centers have been shown to improve grade promotion and decrease suspension rates and to increase the rates of vaccination and detection of hearing and vision issues. I’ve committed to establishing a $25 billion capital fund for communities that are health professional shortage areas to improve access to care through projects like constructing a School-Based Health Center or expanding capacity or services at an existing clinic. 

Expand the implementation of comprehensive, culturally relevant curriculum and Social Emotional Learning: Rigorous, culturally relevant, identity-affirming curriculum can increase attendance and academic success of students. And Social Emotional Learning — curriculum that focuses on empathy, responsible decision-making, and positive relationships — has positive effects too. Unfortunately, because of tight budgets, these subjects and programs are often considered expendable. We should invest more in curricula that engage all students across a wide array of subject areas like the arts, STEM, civics, and health, including evidence-based inclusive sex ed. I’ll fight to fully fund and target programs that conduct research in and support well-rounded, culturally relevant education, some of which the Trump administration has proposed eliminating entirely. I’ve already committed to supporting programs to ensure that public school curriculum includes Native American history and culture as a core component of all students’ education. In addition to those programs, we should ensure that all the communities that make up our public schools are reflected in school curricula. And I’ll require states receiving these grants to provide the same well-rounded, culturally relevant curriculum in alternative schools and juvenile detention facilities. 

Provide better access to career and college readiness (CCR): As President, I will enact legislation to make public two-year, four-year, and technical colleges tuition-free for all students. We must also ensure that students are able to take advantage of those opportunities and that high schools are funded and designed to prepare students for careers, college, and life. Students from low-income backgrounds are more likely than their wealthier peers to graduate high school without having taken any CCR coursework. Students with disabilities are also less likely to have the opportunity to enroll in CCR courses. I’ve fought hard in Congress to make sure high school students can access career and technical education without paying out of pocket. I’ve also proposed dramatically scaling up high-quality apprenticeship programs with a $20 billion investment that will support partnerships between high schools, community colleges, unions, and companies. I’ll work with the disability community to encourage schools to begin the development of postsecondary transition plans, as required by IDEA, earlier in a student’s school career. I’ll work with states to align high school graduation requirements with their public college admission requirements. And I’ll also direct the Department of Education to issue guidance on how schools can leverage existing federal programs to facilitate education-to-workforce preparedness.

Address chronic absenteeism without punishing parents or children: About 8 million students missed at least three weeks of school during the 2015-2016 school year, with Black and Latinx students more likely to be chronically absent than their white and Asian peers. In younger grades, students who are chronically absent are less likely to meet state proficiency standards. In middle and high school, chronic absenteeism is a predictor of whether a student drops out of school before completing high school. I’m committed to decriminalizing truancy and to working to decrease the rate of chronic absenteeism through other means. My plan to invest in programs that promote Social Emotional Learning, free school meals, and restorative justice would help reduce chronic absenteeism. I’ll also increase federal funding for pilot programs that implement best practices in truancy reduction, like sending parents easy-to-understand notices on the effects of chronic absenteeism, which has been shown to improve attendance by 40%.  

Treating Public School Teachers and Staff Like the Professionals They Are 

Teachers, paraprofessionals, school staff, and school leaders are the foundation of our public education system. But inadequate pay, shrinking benefits, under-resourced classrooms, and dangerously high levels of student debt are squeezing teachers and staff. We trust them to educate our children, but we fail to treat them like the professionals they are. 

Despite these challenges, our country’s educators have taken matters into their own hands — not only in the classroom, but also in the fight for the future of our country. Teachers have been battling for public investment over privatization, and for shared prosperity over concentrated wealth and power. Educators, particularly women, across the country have carried the #RedforEd movement from the streets to state capitol buildings, striking not just to get the compensation they deserve, but to condemn the diversion of funding from public schools to private ones, to increase funding to reduce class sizes and improve their schools, and to expand services that will make their students’ lives safer and more stable.  

Teachers have shown that they will stand together and fight for what they believe in. They deserve a President who will fight for them too. That’s why, as President, I will:  

Provide funding for schools to increase pay and support for all public school educators: Pay for our public school educators is unacceptably low, and it’s putting incredible strain on them and causing many to burn out and leave the profession. My plan to quadruple Title I funding incentivizes states to shift their funding formulas to better support students in critical ways, such as by increasing teacher pay with the goal of closing the educator pay gap and also paying paraprofessionals and other education support professionals a living wage. It also means additional funds to ensure that classrooms are well-equipped with resources and supports so that teachers aren’t paying out of pocket.  

Strengthen the ability of teachers, paraprofessionals, and staff to organize and bargain for just compensation, for a voice in education policy, and for greater investment in public education: One of the best ways to raise teacher pay permanently and sustainably — and to give teachers more voice in their schools — is to make it easier for teachers to join a union, to bargain collectively, and to strike like educators did across 14 states in 2018-2019. I have led the effort to eliminate the ability of states to pass anti-union “right to work” laws, and I will make enacting that change a top priority. And as part of my plan for empowering American workersI pledged to enact the Public Service Freedom to Negotiate Act, which ensures that public employees like teachers can organize and bargain collectively in each state, and authorizes voluntary deduction of fees to support a union. 

Ensure that anyone can become a teacher without drowning in debt: A generation of educators is retiring, and our country is facing a looming teacher shortage. Our country’s student debt crisis hits teachers hard. Combined with salaries that are far too low, that debt makes it difficult for many educators to make ends meet and to continue teaching. Meanwhile, the debt forgiveness programs that the government promised teachers for their years of service turned out to be empty promises. My college plan will wipe out debt for most teachers and provide tuition-free public college so future teachers never have to take on that debt in the first place. In addition, I will push states to offer a pathway for teachers to become fully certified for free and to invest in their educators and build teacher retention plans. I will increase funding for Grow Your Own Teacher programs that provide opportunities for paraeducators or substitute teachers to become licensed teachers. And I will push to fully fund the Teacher Quality Partnership program to support teacher residency programs in high-need areas, like rural communities, and in areas of expertise like Special Education and Bilingual Education.  

Build a more diverse educator and school leadership pipeline: Representation matters in the classroom, and a diverse workforce helps all students. Teachers of color can boost the academic outcomes of their students and improve graduation rates among students of color. Though the teacher workforce is getting more diverse, it is not keeping pace with changes in student demographics: educators of color comprise only 20% of the teaching workforce, while students of color now represent more than half of public school students. 

My plan to cancel student loan debt, provide tuition-free public college, and invest a minimum of $50 billion in Historically Black Colleges and Universities and Minority Serving Institutions will help more Black, Latinx, Native American, Asian American, and Pacific Islander students become educators and school and district leaders. Over 38% of Black teachers have degrees from HBCUs or MSIs. And Hispanic Serving Institutions are playing a crucial role in closing the teacher-student population demographic gap. I’ve also committed to significantly increasing BIE funding so these schools can attract and train teachers, particularly those from Native communities. But we must do more. I will target the biases and discrimination that inhibit our ability to build a diverse educator workforce and school leadership pipeline, such as pay discrimination, by expanding OCR’s purview to investigate systemic and individual workplace discrimination in our schools. And I am committed to passing the Equality Act to guarantee workplace protections for LGBTQ+ teachers and staff. 

Provide continuing education and professional development opportunities to all school staff: Ongoing high-quality professional development opportunities for teachers, administrators, and education support professionals produce better outcomes for students. As President, I will increase funding for critical programs that fund professional development and ongoing education on effective instruction, cultural competency, and child development for school staff, like the Supporting Effective Instruction and Supporting Effective Educator Development grants, that the Trump administration has proposed eliminating. And I will invest in funding of IES research on best practices in professional development that is effective and engages educators in decision-making on their own learning. 

Combating the Privatization and Corruption of Our Public Schools 

To keep our traditional public school systems strong, we must resist efforts to divert public funds out of traditional public schools. Efforts to expand the footprint of charter schools, often without even ensuring that charters are subject to the same transparency requirements and safeguards as traditional public schools, strain the resources of school districts and leave students behind, primarily students of color. Further, inadequate funding and a growing education technology industry have opened the door to the privatization and corruption of our traditional public schools. More than half of the states allow public schools to be run by for-profit companies, and corporations are leveraging their market power and schools’ desire to keep pace with rapidly changing technology to extract profits at the expense of vulnerable students. 

This is wrong. We have a responsibility to provide great neighborhood schools for every student. We should stop the diversion of public dollars from traditional public schools through vouchers or tuition tax credits — which are vouchers by another name. We should fight back against the privatization, corporatization, and profiteering in our nation’s schools. I did that when I opposed a ballot question in Massachusetts to raise the cap on the number of charter schools, even as dark money groups spent millions in support of the measure. And as president, I will go further:  

Ensure existing charter schools are subject to at least the same level of transparency and accountability as traditional public schools: Many existing charter schools aren’t subject to the same transparency and accountability requirements as traditional public schools. That’s wrong. That’s why I support the NAACP’s recommendations to only allow school districts to serve as charter authorizers, and to empower school districts to reject applications that do not meet transparency and accountability standards, consider the fiscal impact and strain on district resources, and establish policies for aggressive oversight of charter schools. Certain states are already starting to take action along these lines to address the diversion of public funds from traditional public schools. My administration will oppose the authorization of new charter schools that do not meet these standards. My administration also will crack down on union-busting and discriminatory enrollmentsuspension, and expulsion practices in charter schools, and require boards to be made up of parents and members of the public, not just founders, family members, or profit-seeking service providers.

End federal funding for the expansion of charter schools: The Federal Charter School Program (CSP), a series of federal grants established to promote new charter schools, has been an abject failure. A recent report showed that the federal government has wasted up to $1 billion on charter schools that never even opened, or opened and then closed because of mismanagement and other reasons. The Department of Education’s own watchdog has even criticized the Department’s oversight of the CSP. As President, I would eliminate this charter school program and end federal funding for the expansion of charter schools. I would also examine whether other federal programs or tax credits subsidize the creation of new charter schools and seek to limit the use of those programs for that purpose. 

Ban for-profit charter schools: Our public schools should benefit students, not the financial or ideological interests of wealthy patrons like the DeVos and Walton families. I will fight to ban for-profit charter schools and charter schools that outsource their operations to for-profit companies. 

Direct the IRS to investigate so-called nonprofit schools that are violating the statutory requirements for nonprofits: Many so-called nonprofit schools – including charter schools – operate alongside closely held, for-profit service providers. Others are run by for-profit companies that siphon off profits from students and taxpayers. The IRS should investigate the nonprofit status of these schools and refer cases to the Tax Fraud Division of the Department of Justice when appropriate. I would also apply my plan’s ban on for-profit charter schools to any of these so-called “nonprofit” schools that actually serve for-profit interests. And my plan would ban self-dealing in nonprofit schools to prevent founders and administrators from funneling resources to service providers owned or managed by their family members.  

Expand enforcement of whistleblower actions against schools that commit fraud against taxpayers: Our federal laws allow whistleblowers to bring actions to expose fraud and retrieve stolen federal money. The Department of Justice should expand its enforcement of these whistleblower actions to address fraud that appears all too common in certain charter schools, including online charter schools that falsify or inflate their enrollment numbers. 

It’s also time to end the corporate capture of our education system and crack down on corruption and anti-competitive practices in the education industry. Here’s how we can start:

Require companies that lobby school systems that receive federal funding to comply with expanded federal lobbying restrictions and disclosure requirements: Corporate lobbyists spend millions of dollars lobbying state officials. If companies are lobbying for contracts from schools receiving federal funding, they should be subject to our federal lobbying rules, even when they are lobbying state officials. That’s why my plan would require all companies that lobby for these contracts to comply with the new federal lobbying proposals in my plan to end Washington corruption. That means that these education conglomerates will have to disclose the details of their meetings with all public officials, their lobbyists will not be able to donate or fundraise for federal candidates, those lobbyists will not be able to cycle through the revolving door into our federal government, and education companies like Pearson that often spend over $500,000 in a single year on lobbying will be subject to my new lobbying tax

Ban the sharing, storing, and sale of student data: Several investigations have revealed that educational technology companies, for-profit schools, and other educational entities are selling student data to corporations. My plan would extend the Family Educational Rights and Privacy Act (FERPA) to ban the sharing, storing, and sale of student data that includes names or other information that can identify individual students. Violations should be punishable by civil and criminal penalties. 

Direct the FTC to crack down on anti-competitive data mining practices by educational technology companies: Big companies like Facebook and Google, and smaller companies like Class Dojo, have already collected student data to market products or to sell themselves to companies that can do so. As president, I would direct the FTC to crack down on these antic-competitive data mining practices by technology companies engaging in these practices in the education space, including by reviewing and blocking mergers of companies that have taken advantage of data consolidation.Require high-stakes testing companies to make all released prior testing materials publicly available: High-stakes testing companies create their own test prep companies using proprietary materials or sell these materials directly to those who can afford it, giving some children a distinct advantage on those tests. My plan would bar companies with federal government contracts from selling questions to individuals or to companies for commercial purposes.

Read statements of support from National Education Association, American Federation of Teachers, and others here

Democratic Candidates for 2020: Biden Details Plan for Education Beyond High School

Vice President Joe Biden has announced a detailed plan for education beyond high school in order to build a stronger, more inclusive middle class. © Karen Rubin/news-photos-features.com

The vigorous contest of Democrats seeking the 2020 presidential nomination has produced excellent policy proposals to address major issues. In a recent poll, Americans have indicated that education is a top issue. Vice President Joe Biden has announced a detailed plan for education beyond high school in order to build a stronger, more inclusive middle class.  This is from the Biden campaign:

For many, earning a bachelor’s degree, associate’s degree, or other credential after high school is unaffordable or saddles them with so much debt it prevents them from buying a home, saving for retirement. Or, it puts financial stress on their parents and grandparents. In an increasingly globalized and technology-driven economy, 12 years of education is no longer enough for American workers to remain competitive and earn a good income. While 6 in 10 jobs require some education after high school, not all require a bachelor’s degree. 

Biden is proposing a bold plan for education and training beyond high school that will give hard-working Americans the chance to join or maintain their place in the middle class, regardless of their parents’ income or the color of their skin. Four years of college shouldn’t be the only path to the middle class. Biden’s plan ensures every child in the U.S. can afford the path that makes sense for them – whether its an industry credential, associate’s degree, or bachelor’s degree. Coupled with his proposals to make sure there are quality jobs ready for our workers, Biden is putting forward a bold plan to rebuild the backbone of our country – the middle class – and this time make sure everyone has the chance to come along.

As president, Biden will:

  • Invest in community colleges and training to improve student success and grow a stronger, more prosperous, and more inclusive middle class.
  • Strengthen college education as the reliable pathway to the middle class, not an investment that provides limited returns and leaves graduates with mountains of debt they can’t afford.
  • Support colleges and universities that play unique and vital roles in their communities, including Historically Black Colleges and Universities and Minority-Serving Institutions.

Earlier this week, the campaign announced Women for Biden, highlighting how Trump’s administration has turned its back on women. The Trump Administration’s failure to deal with the student debt crisis is a perfect example. Women hold two thirds of the nation’s $1.5 trillion student debt. Instead of reducing the debt burden or expanding educational opportunities for women, Trump’s administration – with Secretary Betsy DeVos leading the U.S. Department of Education – has worked to cut access to education and sided with for-profit colleges and loan companies over students and graduates. 
 
Biden’s plan builds on his and Dr. Biden’s work to give hard working Americans access to two years of community college without debt. A majority of community college students are women and face unique barriers to completing their degrees. Biden will expand these students’ access to needed services like child care, and ensure that Pell Grants can be used for other costs like housing and books.   
 
This plan builds on Vice President Biden’s comprehensive plan to invest in our children’s education from birth through 12th grade. And, in the months ahead, Biden will also outline in further detail his proposals to make sure there are quality jobs ready for our workers.

FACT SHEET:
THE BIDEN PLAN FOR EDUCATION BEYOND HIGH SCHOOL 

Joe Biden is running for president to rebuild the backbone of the United States – the middle class – and this time make sure everyone has a chance to come along. In today’s increasingly globalized and technology-driven economy, 12 years of education is no longer enough for American workers to remain competitive and earn a middle class income. Roughly 6 in 10 jobs require some education beyond a high school diploma. And, because technology continues to change, American workers  – whether they have an industry-recognized credential, an associate’s degree, a bachelor’s degree, or a PhD – will need opportunities to continue to learn and grow their skills for career success and increased wages in the 21st century economy.

But for too many, earning a degree or other credential after high school is unaffordable today. For others, their education saddles them with so much debt it prevents them from buying a home or saving for retirement, or their parents or grandparents take on some of the financial burden.
 
Biden is proposing a bold plan for education and training beyond high school that will give hard-working Americans the chance to join or maintain their place in the middle class, regardless of their parents’ income or the color of their skin. President Biden will:

Invest in community colleges and training to improve student success and grow a stronger, more prosperous, and more inclusive middle class.

Strengthen college as the reliable pathway to the middle class, not an investment that provides limited returns and leaves graduates with mountains of debt they can’t afford.

Support colleges and universities that play unique and vital roles in their communities, including Historically Black Colleges and Universities and Minority-Serving Institutions.

All of these proposals will be implemented in partnership with states as well as school faculty and staff. Educators must play a key role in decisions affecting teaching and learning.
 
Of course, increasing the quality and affordability of post-secondary education system alone is not enough to make sure our middle class succeeds. This plan builds on Vice President Biden’s comprehensive plan to invest in our children’s education from birth through 12th grade. And, in the months ahead, Biden will also outline in further detail his proposals to make sure there are quality jobs ready for our workers.
 
INVEST IN COMMUNITY COLLEGES AND TRAINING TO IMPROVE STUDENT SUCCESS AND GROW A STRONGER, MORE PROSPEROUS, AND MORE INCLUSIVE MIDDLE CLASS
 
Dr. Jill Biden, a current community college professor, refers to community colleges as America’s best kept secret. They are a proven, high-quality tool for providing hard-working Americans access to education and skills and a pathway to the middle class. In fact, today in the United States there are an estimated 30 million quality jobs, with an average salary of $55,000, that don’t require a bachelor’s degree. Every year, millions of Americans attend community colleges to get the credentials they need to obtain these jobs. And, community colleges offer affordable, quality ways for students to complete the first two years of a four-year degree.
 
Part of what makes community colleges so extraordinary is that, working with limited resources, they have figured out how to provide a high-quality, cost-effective education to students often juggling additional responsibilities, such as jobs or child care. But as a country, we haven’t invested enough in making sure community colleges can reach all the Americans who could benefit from their programs, or improve their quality and completion rates.
 
The Biden Administration will build on community colleges’ success and unleash their full potential to grow a stronger, more inclusive middle class by:

Providing two years of community college or other high-quality training program without debt for any hard-working individual looking to learn and improve their skills to keep up with the changing nature of work. In 2015, President Obama and Vice President Biden proposed to make two years of community college tuition-free for hard-working students. Since then, Vice President Biden and Dr. Biden have championed progress toward this goal, and hundreds of state and local College Promise programs have expanded access to free two-year or four-year college educations. As president, Biden will build on this progress by enacting legislation to ensure that every hard-working individual, including those attending school part-time and DREAMers (young adults who came to U.S. as children), can go to community college for up to two years without having to pay tuition. Individuals will also be able to use these funds to pursue training programs that have a track record of participants completing their programs and securing good jobs. Importantly, this initiative will not just be for recent high school graduates; it will also be available to adults who never had the chance to pursue additional education beyond high school or who need to learn new skills. And, students who do want a bachelor’s degree could then transfer to a four-year school, including to Historically Black Colleges and Universities and Minority-Serving Institutions that play vital roles in their communities. This plan will be a federal-state partnership, with the federal government covering 75% of the cost and states contributing the remaining obligation. The federal government will cover up to 95% of the cost for Indian Tribes operating community colleges serving low-income students. 

Creating a new grant program to assist community colleges in improving their students’ success. The Biden Administration will support community colleges implementing evidence-based practices and innovative solutions to increase their students’ retention and completion of credentials. Reforms could include academic and career advising services; dual enrollment; credit articulation agreements; investing in wages, benefits, and professional development to recruit and retain faculty, including teacher residencies; and improvements to remediation programs. The Biden plan will also help community colleges around the country scale successful programs to help a larger number of students.

Tackling the barriers that prevent students from completing their community college degree or training credential. There are too many Americans who don’t complete their education or training programs not because of a lack of will, but because of other responsibilities they are juggling, such as a job to pay their bills or caring for children. Often these students and their families also face housing and food insecurity. The Biden Administration’s community college initiative will be a first-dollar program, meaning that students will be able to use their Pell grants, state aid, and other aid to help them cover expenses beyond tuition and fees. In addition, the Biden plan will give states financial incentives to foster collaboration between community colleges and community-based organizations to provide wraparound support services for students, especially veterans, single parents, low-income students, students of color, and students with disabilities who may face unique challenges. Wraparound support services can range from public benefits and additional financial aid to cover textbook and transportation costs that often keep students from staying enrolled, to child care and mental health services, faculty mentoring, tutoring, and peer support groups. And, Biden will establish a federal grant program to help community colleges create emergency grant programs for students who experience an unexpected financial challenge that threatens their ability to stay enrolled.

Make a $50 billion investment in workforce training, including community-college business partnerships and apprenticeships. In 2014, President Obama asked Vice President Biden to develop a national strategy for reforming our nation’s workforce training programs designed to prepare “ready-to-work Americans with ready-to-be-filled jobs.” Building on the successful models championed through that initiative, President Biden will make an investment of $50 billion in high-quality training programs. These funds will create and support partnerships between community colleges, businesses, unions, state, local, and tribal governments, universities, and high schools to identify in-demand knowledge and skills in a community and develop or modernize training programs – which could be as short as a few months or as long as two years – that lead to a relevant, high-demand industry-recognized credential. These funds will also exponentially increase the number of apprenticeships in this country through strengthening the Registered Apprenticeship Program and partnering with unions who oversee some of the best apprenticeship programs throughout our nation, not watering down the quality of the apprenticeship system like President Trump is proposing.

Invest in community college facilities and technology. Biden will invest $8 billion to help community colleges improve the health and safety of their facilities, and equip their schools with new technology that will empower their students to succeed in the 21st century.

STRENGTHEN COLLEGE AS A RELIABLE PATHWAY TO THE MIDDLE CLASS
 
We have a student debt crisis in this country, with roughly more than 44 million American individuals now holding a total of $1.5 trillion in student loans. One in five adults who hold student loans are behind on payments, disproportionate number of whom are black. Thus, student debt both exacerbates and results from racial wealth gap.
 
This challenge is also intergenerational. Almost one in ten Americans in their 40s and 50s still hold student loan debt. But, college debt has especially impacted Millennials who pursued educational opportunities during the height of the Great Recession and now struggle to pay down their student loans instead of buying a house, opening their own business, or setting money aside for retirement.
 
There are several drivers of this problem. The cost of higher education has skyrocketed, roughly doubling since the mid-1990s. States have dramatically decreased investments in higher education, leaving students and their families with the bill. And, too often individuals have been swindled into paying for credentials that don’t provide value to graduates in the job market. As president, Biden will address all of these challenges.
 
Biden’s plan to make two years of community college without debt will immediately offer individuals a way to become work-ready with a two-year degree or an industry certification. It will also halve their tuition costs for obtaining a four-year degree, by earning an associate’s degree and then transferring those credits to a four-year college or university. And, as a federal-state partnership, it will ensure states both invest in community colleges and give states some flexibility to also invest in college readiness or affordability at four-year institutions. In addition, President Biden will:

Target additional financial support to low-income and middle-class individuals by doubling the maximum value of Pell grants, significantly increasing the number of middle-class Americans who can participate in the program. Pell grants help 7 million students a year afford college, but they have not kept up with the rising cost of college. In the 1970s, Pell grants covered roughly 70 to 80 percent of the cost of a four-year degree at a public institution; today, that percentage has been cut in more than half, to roughly 30 percent. Biden will double the maximum value of the Pell grant, a level of investment experts say is necessary to close the gap between the rich and poor so that everyone has the opportunity to receive an education beyond high school, and will automatically increase the value based on inflation. Doubling the maximum value of Pell grants will increase the grant value for individuals already eligible for Pell and, given the program’s formula for determining eligibility, expand the benefits of Pell to more middle class Americans. As president, Biden will also take care of young immigrants by ensuring DREAMers are eligible for financial aid if they meet other requirements for that aid. And, he will restore formerly incarcerated individuals’ eligibility for Pell.

More than halve payments on undergraduate federal student loans by simplifying and increasing the generosity of today’s income-based repayment program. Under the Biden plan, individuals making $25,000 or less per year will not owe any payments on their undergraduate federal student loans and also won’t accrue any interest on those loans. Everyone else will pay 5% of their discretionary income (income minus taxes and essential spending like housing and food) over $25,000 toward their loans. This plan will save millions of Americans thousands of dollars a year. After 20 years, the remainder of the loans for people who have responsibly made payments through the program will be 100% forgiven. Individuals with new and existing loans will all be automatically enrolled in the income-based repayment program, with the opportunity to opt out if they wish. In addition to relieving some of the burden of student debt, this will enable graduates to pursue careers in public service and other fields without high levels of compensation. Biden will also change the tax code so that debt forgiven through the income-based repayment plan won’t be taxed. Americans shouldn’t have to take out a loan to pay their taxes when they finally are free from their student loans.

Make loan forgiveness work for public servants. Public servants do the hard work that is essential to our country’s success – protecting us, teaching our children, keeping our streets clean and our lights on, and so much more. But the program designed to help these individuals serve without having to worry about the burden of their student loans – the Public Service Loan Forgiveness Program – is broken. Biden will create a new, simple program which offers $10,000 of undergraduate or graduate student debt relief for every year of national or community service, up to five years. Individuals working in schools, government, and other non-profit settings will be automatically enrolled in this forgiveness program; up to five years of prior national or community service will also qualify. Additionally, Biden will fix the existing Public Service Loan Forgiveness program by securing passage of the What You Can Do For Your Country Act of 2019. Biden will ensure adjunct professors are eligible for this loan forgiveness, depending on the amount of time devoted to teaching.

Create a “Title I for postsecondary education” to help students at under-resourced four-year schools complete their degrees. The Biden Administration will establish a new grant program to support under-resourced four-year schools that serve large numbers of Pell-eligible students. The funds will be used to foster collaboration between colleges and community-based organizations to provide wraparound support services for students, especially veterans, single parents, low-income students, students of color, and students with disabilities who may face unique challenges. Wraparound support services can range from public benefits and additional financial aid to cover textbook and transportation costs that often keep students from staying enrolled, to child care and mental health services, faculty mentoring, tutoring, and peer support groups. And, Biden will ensure that these funds can be used to help colleges create emergency grant programs for students who experience an unexpected financial challenge that threatens their ability to stay enrolled.

Create seamless pathways between high school, job training, community college, and four-year programs to help students get their degrees and credentials faster. The Biden Administration will provide grants to states that work to accelerate students’ attainment of credentials, including bachelor’s degrees, while still ensuring quality and accountability. For example, some communities have adopted the early college model, allowing students to begin earning credits towards an associate’s degree while still in high school. And, in some areas students can be dual enrolled in the community college and the four-year program they wish to complete. Biden will challenge more communities to expand on these accelerated pathways and create a seamless transition between high school, community college, other job training, and four-year programs, enabling students to obtain an associate’s or bachelor’s degree in less time. Approaches to accelerating degree attainment include guided pathways that provide a sequence of classes for a specific area of study; shifting toward a 12-month academic calendar; better aligning high school, community college, and four-year college courses; providing college credits for quality, degree-related on-the-job training; and offering degree-related paid internships for course credit. Read more about Joe Biden’s plan for education from birth through 12th grade here.

Prioritize the use of work-study funds for job-related and public service roles. Biden will work to reform federal work study programs to ensure that more of these funds place students in roles where they are either learning skills valuable for their intended careers, or contributing to their communities by mentoring students in K-12 classrooms and community centers.

Stop for-profit education programs from profiteering off of students. Students who started their education at for-profit colleges default on their student loans at a rate three times higher than those who start at non-profit colleges. These for-profit programs are often predatory – devoted to high-pressure and misleading recruiting practices and charging higher costs for lower quality education that leaves graduates with mountains of debt and without good job opportunities. The Biden Administration will require for-profits to first prove their value to the U.S. Department of Education before gaining eligibility for federal aid. The Biden Administration will also return to the Obama-Biden Borrower’s Defense Rule, forgiving the debt held by individuals who were deceived by the worst for-profit college or career profiteers.  Finally, President Biden will enact legislation eliminating the so-called 90/10 loophole that gives for-profit schools an incentive to enroll veterans and servicemembers in programs that aren’t delivering results.

Crack down on private lenders profiteering off of students and allow individuals holding private loans to discharge them in bankruptcy. In 2015, the Obama-Biden Administration called for Congress to pass a law permitting the discharge of private student loans in bankruptcy. As president, Biden will enact this legislation. In addition, the Biden Administration will empower the Consumer Financial Protection Bureau – established during the Obama-Biden Administration – to take action against private lenders who are misleading students about their options and do not provide an affordable payment plan when individuals are experiencing acute periods of financial hardship.

Support and protect post-9/11 GI benefits for veterans and qualified family members. Veterans and their family members served our country and as a nation, we must maintain our commitment to GI benefits. The Obama-Biden Administration took groundbreaking action to ensure that veterans and their family members were empowered to make informed decisions regarding their education and, in turn, ensure that programs educating them met high quality standards. President Biden will build and convene coalitions of experts and advocates to continue this work. He’ll also strengthen the GI Bill Comparison Tool and School Feedback Tool to put an end to post-secondary institutions’ predatory practices.

SUPPORT COLLEGES AND UNIVERSITIES THAT PLAY UNIQUE AND VITAL ROLES IN THEIR COMMUNITIES
 
Historically Black Colleges and Universities (HBCUs), Tribal Colleges And Universities (TCUs), Hispanic-serving Institutions (HSIs), Asian American And Native American Pacific Islander-serving Institutions (AANAPISIs), Alaska Native-serving Institutions and Native Hawaiian-serving Institutions (ANNHs), Predominantly Black Institutions (PBIs), and Native American-serving Nontribal Institutions (NASNTIs) serve a disproportionate number of students of color and low-income students, yet are severely under-resourced, especially when compared to other colleges and universities.
 
This makes HBCUs and MSIs’ contributions even more impressive. HBCUs, for example, disproportionately educate first-generation and low-income students. In Vice President Biden’s home state of Delaware, the HBCU Delaware State University graduates nearly half of the state’s black undergraduate students.
 
As president, Biden will take steps to rectify the funding disparities faced by HBCUs, TCUs, and Minority-Serving Institutions (MSIs) so that the United States can benefit from their unique strengths. Students at HBCUs, TCUs, and MSIs will benefit from Biden’s proposals to double Pell grants, slash the income-based repayment of loans to 5% of income, and provide free tuition for students at all community colleges, including those that are MSIs. In addition, Biden will invest over $70 billion in these colleges and universities to:

Make HBCUs, TCUs, and under-resourced MSIs more affordable for their students. The Biden plan will invest $18 billion in grants to these four-year schools, equivalent to up to two years of tuition per low-income and middle class student, including DREAMers and students who transfer to a four-year HBCU, TCU, or MSI from a tuition-free community college. Schools must invest in lowering costs, improving retention and graduation rates, and closing equity gaps year over year for students of color.

Invest in the diverse talent at HBCUs, TCUs and MSIs to solve the country’s most pressing problems. The Biden Administration will invest $10 billion to create at least 200 new centers of excellence that serve as research incubators and connect students underrepresented in fields critical to our nation’s future – including fields tackling climate change, globalization, inequality, health disparities, and cancer – to learning and career opportunities. These funds will provide additional work study opportunities and incentivize state, private, and philanthropic dollars for these centers. Biden will also boost funding for agricultural research at land-grant universities, many of which are HBCUs and TCUs, as outlined in his Plan for Rural America. As president, Biden will also dedicate additional and increased priority funding streams at federal agencies for grants and contracts for HBCUs and MSIs. And, he will require any federal research grants to universities with an endowment of over $1 billion to form a meaningful partnership and enter into a 10% minimum subcontract with an HBCU, TCU, or MSI.

Build the high tech labs and facilities and digital infrastructure needed for learning, research, and innovation at HBCUs, TCUs, and MSIs. Biden will invest $20 billion in infrastructure for HBCUs, TCUs, and MSIs to build the physical research facilities and labs urgently needed to deliver on the country’s research and development, to update and modernize deteriorating facilities, including by strengthening the Historic Preservation program, and to create new space for increasing enrollments, especially at HSIs. While schools will be able to use these funds to upgrade the digital infrastructure, Biden will also support TCUs and other institutions in rural areas by investing $20 billion in rural broadband infrastructure and tripling funding to expand broadband access in rural areas. Additionally, as president, Biden will ensure all HBCUs, TCUs, and MSIs have access to low-cost federal capital financing programs and will work with states to ensure they can take advantage of these programs. And, he will work to incentivize further public, private, and philanthropic investments in school infrastructure.

Provide support to continuously improve the value of HBCUs, TCUs, and MSIs by investing $10 billion in programs that increase enrollment, retention, completion, and employment rates. These programs may include partnerships with both high schools, other universities, and employers; evidence-based remedial courses; academic and career advising services; and investing in wages, benefits, and professional development and benefits to recruit and retain faculty, including teacher residencies. Additionally, Biden will incentivize states, private, and philanthropic dollars to invest in these programs, while ensuring schools that do not receive matches increase their competitiveness.

Expand career pathways for graduates of HBCUs, TCUs, and MSIs in areas that meet national priorities, including building a diverse pipeline of public school teachers. Biden will invest $5 billion in graduate programs in teaching, health care, and STEM and will develop robust internship and career pipelines at major research agencies, including Department of Energy National Laboratories, National Institutes of Health, National Science Foundation, and the Department of Defense.

Triple and make permanent the capacity-building and student support for HBCUs, TCUs, and MSIs in Title III and Title V of the Higher Education Act. These funds serve as a lifeline to under-resourced HBCUs, TCUs, and MSIs year over year, ensuring that the most vulnerable students have the support they need to succeed. The Biden Administration will make permanent $750 million per year in Title III and Title V funding, which will provide a dedicated revenue stream of $7.5 billion over the first ten years.

Reduce disparities in funding for HBCUs, TCUs, and MSIs. Biden will require federal agencies and states to publish reports of their allocation of federal funding to colleges and universities. When inequities exist between HBCUs, TCUs, and MSIs and similar non-HBCU, TCU, MSI colleges, federal agencies and states will be required to publish robust rationale and show improvements in eliminating disparities year over year. To ensure funding is more equitably distributed among HBCUs, TCUs, and MSIs, the Biden Administration will require that competitive grant programs make similar universities compete against each other, for example, ensuring that HBCUs only compete against HBCUs. And, President Biden will require higher education accreditors to provide increased transparency in their processes.

Additionally, Biden recognizes the critical role low-endowment private colleges and universities play in providing educational opportunities and jobs in many rural communities. As president, he will establish an innovation competitive grant fund for these institutions, giving them additional funds to invest in increasing graduation rates; closing ethnic, racial, and income disparities; and increasing career outcomes for low-income students, students of color, first-generation students, and students with disabilities..
 
SUPPORTING LEARNERS AND WORKERS, NOT REWARDING WEALTH
 
The Biden plan for education beyond high school is a $750 billion investment over ten years targeted at growing a stronger, more inclusive middle class. It will be paid for by making sure that the super-wealthy pay their fair share. Specifically, this plan will be paid for by eliminating the stepped-up basis loophole and capping the itemized deductions the wealthiest Americans can take to 28%.

For more on Vice President Biden’s plan, see HERE. To see how Vice President Biden’s plan would impact you, click HERE.

Senator Klobuchar Proposes ‘Progress Partnerships’ To Boost Education

US Senator Amy Klobuchar of Minnesota during the first Democratic Debate for the Presidential nomination © Karen Rubin/news-photos-features.com

MINNEAPOLIS, MN – Senator Klobuchar’s mom taught second grade until she was 70 years and she was also a proud teachers’ union member who walked the picket line in the 1951 teachers’ strike. As the daughter of a teacher and union member, Senator Klobuchar understands that a good education is a basic right of every child and that all Americans should have the educational opportunities they need to succeed in today’s economy. 

During the presidential campaign, Senator Klobuchar has announced plans to fully fund education and our schools, make a historic investment in increasing teacher pay, close the opportunity gap, fully fund the IDEA, boost STEM education and apprenticeship opportunities, and rebuild our crumbling school infrastructure. 

In addition to her already announced plans, Senator Klobuchar is announcing at the 2019 National Education Association Presidential Forum an additional proposal —  new federal-state school “Progress Partnerships” that will allow states to take aggressive action to support our students. These partnerships are designed to elevate the voices of our educators and they will provide additional resources to help states take bold action to fund our public schools, support our teachers, and prioritize learning. 

To participate in the “Progress Partnership,” states should take (or have already taken) the following actions (which draws on a list of state-level executive actions proposed by the Center for American Progress):

Increase teacher pay: States will agree to a state-federal partnership with a generous federal match to increase salaries for all teachers, as well as recommendations that address unique state needs when it comes to the teacher pipeline, such as recruitment, retention, diversity of the workforce, and quality of teacher preparation. State educators should be included in the development of these plans.

Adapt high school curricula to improve workforce readiness and post-secondary success: State education departments, working with educators, will evaluate student career and college readiness, including coursework, curriculum and other policies that prepare students for today’s workforce and post-secondary success.

Establish an equitable school infrastructure funding mechanism: In addition to receiving generous direct federal funding for school infrastructure improvements, states will create a mechanism for distributing federal school infrastructure funding that addresses disparities in conditions and resources and ensures equity in funding for construction and repairs of school buildings across the state.

Submit recommendations to align school services and schedules with the needs of working families: States will work with educators to develop and submit recommendations on how schools can meet the needs of working families, which could include low-cost after-school programs, alternative programs for students on days when schools are closed, and a community school model that wraps other community services in the school building to make schools into community hubs.

Convene a commission to review the state’s existing funding formula to improve equity: States will review the existing funding formula to ensure that all students, particularly those with the greatest need, have access to adequate educational resources. The commission must include professional educators and develop recommendations for improving state education funding equity, which will be published biennially along with an assessment of state progress.

As part of her plan for her first 100 days as President, Senator Klobuchar will also:

Reduce racial disparities in disciplining students. Senator Klobuchar will re-issue guidance directing schools to reduce racial disparities in how they discipline students, which prompted more than 50 of America’s largest school districts to institute discipline reform.

Fully fund the IDEA and reinstate the guidance protecting the rights of students with disabilities. Senator Klobuchar’s budget will fully fund IDEA to support students with disabilities. In addition, Senator Klobuchar will reinstate documents protecting the rights of students with disabilities after Secretary DeVos rescinded 72 guidance documents outlining those rights.

Prevent the expansion of private school vouchers. Senator Klobuchar will stand firmly with our public schools and end discussions of Secretary Betsy DeVos’s $50 billion proposal to fund private school vouchers.

Restore protections for the LGBTQ community. Senator Klobuchar will reverse the harmful anti-LGBTQ administrative actions taken by the Trump Administration when it comes to education, health care and civil rights, and she will work to pass the Equality Act in year one of her presidency.

____________

Trump Races to Chalk Up 100-Day ‘Successes’ by Weakening Antiquities Act, Overturning Education Reform, and Unveiling Tax Plan to Benefit Wealthy, Corporations

After his visit to Yosemite in 1903, President Theodore Roosevelt pushed through the Antiquities Act of 1906 to prevent the destruction of historic or prehistoric ruins on government land © 2017 Karen Rubin/news-photos-features.com

Donald Trump is racing to the 100-day mark to do as much as he can to undo progress won over the past century, particularly eradicating every part of Barack Obama’s legacy.

On Wednesday, he signed Executive Orders weakening the Antiquities Act that has been used since Theodore Roosevelt to protect federal land for the American people.

He signed another Executive Order aimed at rolling back national education standards put into place, originally, by George W. Bush under the No Child Left Behind Act, amended with Barack Obama’s Race to the Top (which used federal financial incentives instead of threats of losing federal aid), and reformed under ESSA (Every Student Succeeds Act).

Also, his Treasury Secretary introduced the outline for tax “reform” which cuts taxes for the wealthiest and corporations and promises to blow a hold trillions of dollars wide in the national debt, just as previous “voodoo” “trickle-down” tax “reform” by Ronald Reagan and George W. Bush have done.

According to the pool report by Dave Boyer, White House correspondent for The Washington Times:

The president signed an executive order at the Interior Dept. with Vice President Pence, Interior Secretary Ryan Zinke and several lawmakers and governors. The order directs Interior to review larger national monuments created since 1996.

Trump said the Antiquities Act “does not give the federal government unlimited power to lock up” millions of acres of land and water. He especially criticized the Obama administration for an “egregious use of power” and an “abuse of the monuments designation,” and said that it’s time “to end another egregious abuse of federal power.”

“It’s gotten worse and worse and worse. This should never have happened,” he said. “Now we’re going to free it up.”

“We’re returning power back to the people,” Mr. Trump said. “Today we’re putting the states back in charge.”

Pence called the use of the monuments designation “one of the great federal overreaches in recent decades.”

Mr. Zinke said “somewhere along the line, the act has become a tool of political advocacy.” He said the order “does not remove any monuments” or weaken any environmental protections.

[However, it is clear that the powers that Trump is taking upon himself is aimed at reversing Obama’s designation of Bears Ears in Utah.)

Here’s more of what Trump said:

“In the first 100 days, we have taken historic action to eliminate wasteful regulations.  They’re being eliminated like nobody has ever seen before.  There has never been anything like it.  Sometimes I look at some of the things I’m signing I say maybe people won’t like it, but I’m doing the right thing.  And no regular politician is going do it.  (Laughter.)  I don’t know if you folks would do — I will tell you literally some politicians have said, you’re doing the right thing.  I don’t know if I would have had the courage to do some of these things.  But we’re doing them because it’s the right thing to do.  And it’s for the good of the nation.

“We’re returning power back to the people.  We’ve eliminated job-destroying regulations on farmers, ranchers, and coal miners, on autoworkers, and so many other American workers and businesses.

“Today, I am signing a new executive order to end another egregious abuse of federal power, and to give that power back to the states and to the people, where it belongs.

“The previous administration used a 100-year-old law known as the Antiquities Act to unilaterally put millions of acres of land and water under strict federal control — have you heard about that? — eliminating the ability of the people who actually live in those states to decide how best to use that land.

“Today, we are putting the states back in charge.  It’s a big thing.

“I am pleased to be joined by so many members of Congress and governors who have been waiting for this moment, including Governor Herbert of Utah.  Thank you, thank you, Governor.  Governor LePage of Maine, who, by the way, has lost a lot of weight.  (Laughter.)  I knew him when he was heavy, and now I know him when he’s thin, and I like him both ways, okay?  (Laughter.)  Done a great job.  Governor Calvo of Guam.  Thank you.  Governor Torres from the Northern Mariana Islands.  Thank you, thank you, Governor.

“I also want to recognize Senator Orrin Hatch, who — believe me, he’s tough.  He would call me and call me and say, you got to do this.  Is that right, Orrin?”

SENATOR HATCH:  That’s right.

THE PRESIDENT:  You didn’t stop.  He doesn’t give up.  And he’s shocked that I’m doing it, but I’m doing it because it’s the right thing to do.  But I really have to point you out, you didn’t stop.

“And, Mike, the same thing.  So many people feel — Mike Lee — so many people feel so strongly about this, and so I appreciate your support and your prodding, and your never-ending prodding, I should say, because we’re now getting something done that many people thought would never ever get done, and I’m very proud to be doing it in honor of you guys, okay?  Thank you.  (Applause.)

“Altogether, the previous administration bypassed the states to place over 265 million acres — that’s a lot of land, million acres.  Think of it — 265 million acres of land and water under federal control through the abuse of the monuments designation.  That’s larger than the entire state of Texas.

“In December of last year alone, the federal government asserted this power over 1.35 million acres of land in Utah, known as Bears Ears — I’ve heard a lot about Bears Ears, and I hear it’s beautiful — over the profound objections of the citizens of Utah.  The Antiquities Act does not give the federal government unlimited power to lock up millions of acres of land and water, and it’s time we ended this abusive practice.

“I’ve spoken with many state and local leaders — a number of them here today — who care very much about preserving our land, and who are gravely concerned about this massive federal land grab.  And it’s gotten worse and worse and worse, and now we’re going to free it up, which is what should have happened in the first place.  This should never have happened.

“That’s why today I am signing this order and directing Secretary Zinke to end these abuses and return control to the people — the people of Utah, the people of all of the states, the people of the United States.

“Every day, we are going to continue pushing ahead with our reform agenda to put the American people back in charge of their government and their lives.

“And again, I want to congratulate the Secretary.  I want to congratulate Orrin and Mike and all of the people that worked so hard on bringing it to this point.  And tremendously positive things are going to happen on that incredible land, the likes of which there is nothing more beautiful anywhere in the world.  But now tremendously positive things will happen.”

The signing took place in a room at Interior with a framed portrait of Teddy Roosevelt, a bust of TR and mounted heads of a buffalo and deer on the wall. Among those in attendance were Sens. Mike Lee and Orrin Hatch of Utah and Lisa Murkowski of Alaska. Also Govs. Herbert of Utah and LePage of Maine.

Reversing Education Reform

Trump walked into the Roosevelt Room at 2:44 p.m., having been introduced by Vice President Pence. He was greeted by a group of about 25 people, including teachers, lawmakers and governors, and Education Secretary Betsy DeVos, according to Boyer’s pool report:

A bit of banter:

Mr. Trump joked with Nevada Gov. Brian Sandoval, incoming head of the National Governors Association, about the length of Sandoval’s prepared remarks, with Trump saying he decided to stay in the room after his own comments because “I know it’s going to be a short speech” from Sandoval.

Mr. Sandoval laughed and told the president, “It just got shorter.”

A few moments later during his remarks, Mr. Sandoval said, “I’m going to skip a page.”

The president, standing to the rear of the group, called out, “Education for North Korea.”

During the event, Mr. Trump also said he was heading afterward for a “very important” briefing for senators on North Korea.

During the president’s formal remarks, he said the education executive order will help to restore local control of education. It calls for a 300-day review of Obama-era regulations and guidance for school districts and directs DeVos to modify or repeal measures deemed an overreach by Washington.

“We know that local communities do it best and know it best,” the president said. He called it “another critical step to restoring local control, which is so important.”

“Previous administrations have wrongly forced states and schools to comply with federal whims and dictates for what our kids are taught,” he said. “The time has come to empower teachers and parents to make the decisions that help their students achieve success.”

Among those in attendance were Sen. Lamar Alexander, Rep. Virginia Foxx and Alabama Gov. Kay Ivey, Gov. Herbert of Utah and LePage of Maine, and Iowa Gov. Terry Branstad, nominee for ambassador to China.

Mr. Trump told Mr. Branstad, “They’re looking forward to seeing you” in China.

From there, Trump honored the Teacher of the Year, who, surprise surprise, is the first to be from a charter school in the 65 years of the award.

Boyer reports no questions taken at this event.

Pool was ushered into the Oval Office around 4:45 p.m. to find the President seated at the Resolute desk, surrounded by 55 teachers from around the nation, plus First Lady Melania Trump (who is celebrating her birthday), Vice President Pence, Second Lady Karen Pence and Education Secretary Betsy DeVos.

The President congratulated Sydney Chaffee, winner of the 2017 National Teacher of the Year, from Codman Academy Charter Public School in Dorchester, Mass. The ninth-grade teacher is the first charter school teacher to win the award in its 65-year history, and also the first from Massachusetts.

“That is really something special,” Mr. Trump said.

The president also thanked the group for having sung “Happy Birthday” to the First Lady before your poolers arrived.

The president greeted your poolers with, “Busy day, hasn’t it been?”

He praised the teachers as “the greatest there are. You’re all great, great teachers.”

Near the conclusion of the president’s comments, as he was saying he hopes the teachers’ trip to the White House was special, one unidentified teacher began to cry, apparently tears of happiness.

“Sorry, I’m always crying,” she told the president.

The President told her, “I’ve had some of the biggest executives in the world, who have been here many times, and I say have you been to the Oval Office? No. They walk into the Oval Office and they start crying. I say ‘I promise I won’t say to your various stockholders [that they cried].”

The president did not answer a question shouted near the end about North Korea.

Meanwhile, the outline of his tax plan was unveiled which would:

  1. Slash the corporate tax rate by 60%, from 35% to 15%. This will lose $2.4 trillion over 10 years—enough to fund Medicaid and CHIP (the Children’s Health Insurance Program) serving nearly 75 million Americans for five years.
  2. Cut the tax rate paid by Wall Street money managers and real estate tycoons like Trump down to just 15%―far less than many middle-class families pay.
  3. Continue tax breaks that encourage corporations to send jobs and profits offshore. Corporations currently have $2.6 trillion in profits stashed offshore, on which they owe $750 billion in taxes.

The theory – by Republicans since Ronald Reagan – is that the deficit in tax revenues would be made up by economic growth, except that has never been the case.

In reaction, Senator Bernie Sanders (I-Vt) stated:

“At a time when we have a rigged economy designed to benefit the wealthiest Americans and largest corporations, President Trump’s new tax plan would only make that system worse. He would slash taxes for himself and his billionaire friends and significantly increase the deficit, while doing little to help rebuild the collapsing middle class. Rather than making large profitable corporations – many of which pay nothing in federal income tax – finally contribute their fair share, Trump wants to give them a huge tax break.

“At a time when Trump wants to make major cuts in education, health care, senior programs, nutrition and affordable housing, it is especially outrageous that he would propose the elimination of the Estate Tax and provide a $353 billion dollar tax giveaway to the wealthiest 0.2 percent – including a tax break of up to $4 billion to the Trump family.”

Donald Trump Pushes School Choice Proposal; Hillary Clinton Campaign Slams as Attack on Public Education

Republican presidential candidate Donald Trump addresses New York State Conservative Party © 2016 Karen Rubin/news-photos-features.com
Republican presidential candidate Donald Trump unveiled proposals to expand school choice © 2016 Karen Rubin/news-photos-features.com

Donald Trump, in a speech in Cleveland on Sept. 8, unveiled four basic proposals as the underpinning of an education program that would stress school choice, a longstanding objective of the right wing, which is used to dismantle public schools in favor of privatized schools (such as charter schools), as a means of diverting public tax dollars into private and parochial schools as well as home-schooling, and a tool to dismantle teachers unions.

PROPOSAL: Trump says his first budget will immediately add an additional federal investment of $20 billion towards school choice. This will be done by repriortizing existing federal dollars. Specifically, Trump’s plan would use $20 billion of existing federal dollars to establish a block grant for the 11 million school age kids living in poverty. Individual states will be given the option as to how these funds will be used.

PROPOSAL:  Trump will establish the national goal of providing school choice to every American child living in poverty. That means that we want every disadvantaged child to be able to choose the local public, private, charter or magnet school that is best for them and their family. Each state will develop its own formula, but the dollars should follow the student.

PROPOSAL: To achieve this long-term goal of school choice, Trump make this a shared national mission – to bring hope to every child in every city in this land. Mr. Trump will use the pulpit of the presidency to campaign for this in all 50 states and will call upon the American people to elect officials at the city, state and federal level who support school choice.

PROPOSAL:  Trump will also support merit-pay for teachers, so that great teachers are rewarded instead of the failed tenure system that currently exists, which rewards bad teachers and punishes good ones.

“Our campaign represents the long-awaited chance to break with the bitter failures of the past, and to embrace a New American Future,” Trump stated.

“There is no failed policy more in need of urgent change than our government-run education monopoly.

“The Democratic Party has trapped millions of African-American and Hispanic youth in failing government schools that deny them the opportunity to join the ladder of American success.

“It is time to break-up that monopoly.

“I want every single inner city child in America who is today trapped in a failing school to have the freedom – the civil right – to attend the school of their choice. This includes private schools, traditional public schools, magnet schools and charter schools which must be included in any definition of school choice.

“Our government spends more than enough money to easily pay for this initiative – with billions left over. It’s simply a matter of putting students first, not the education bureaucracy.

“Let’s run through the numbers.

“At the state and federal level, the United States spends more than $620 billion on K-12 education each year. That’s an average of about $12,296 for every student enrolled in our elementary and secondary public schools.

“The federal government pays for about 10 percent—$64 billion, to be precise—of the K-12 costs. That $64 billion makes up about half of the total spending of the U.S. Department of Education.

“The other roughly $570 billion spent on K-12 education comes from the states.

“We spend more per student than almost any other major country in the world. Yet, our students perform near the bottom of the pack for major large advanced countries.

“Our largest cities spend some of the largest amounts of money on public schools.

“New York City spends $20,226 dollars per pupil.

“Baltimore spends $15,287 dollars per student.

“Chicago spends $11,976 dollars per student, and in Los Angeles it is $10,602.

“Just imagine if each student in these school systems was given a scholarship for this amount of money – allowing them and their family to choose the public or private school of their choice.

“Not only would this empower families, but it would create a massive education market that is competitive and produces better outcomes.

“These schools would then cater to the needs of the individual student and family – not the needs of the Teachers’ Union. There is no more important job than a teacher, and teachers will benefit greatly from these reforms.

“The current government monopoly, while great for the bureaucrats, has utterly failed too many students.

“According to the National Assessment of Education Progress, only 1 in 6 African-American students in the eighth grade are considered proficient in math and reading.

“Failing schools then contribute to failing economies.”

Trump declared, “As your President, I will be the nation’s biggest cheerleader for school choice. I understand many stale old politicians will resist. But it’s time for our country to start thinking big once again. We spend too much time quibbling over the smallest words, when we should spend our time dreaming about the great adventures that lie ahead.”

And in Charlotte last month, he said, “On education, we are going to give students choice, and allow charter schools to thrive…. overturn tenure…. my opponent wants to deny students choice and opportunity all to get a little more money from the education bureaucracy. She doesn’t care how many young dreams are dashed and destroyed, and they are destroyed, young people are destroyed before they even start. We are going to work closely with African American parents and children, wither the parents’ students, everybody in the African American community, in the inner cities, and what a big difference that will make.

But this is all a spiel and a scam – like his Trump University – to divert tax dollars into for-profit education companies, and into parochial schools (contradicting the Constitutional separation of church and state), and for good measure, undermine the Teachers Union, which has strongly backed Democratic candidates. That’s what is meant by the “education bureaucracy” and that’s why it has been so, so key to Republicans to end teacher tenure (and at the same time, make teachers subject to whim of firing when they get to expensive, or when they teach Evolution and refuse to teach Creationism as science).

This is his spiel, but how would his Education proposal work in real life? After all, it was George w. Bush, who as Texas Governor opposed President Bill Clinton’s effort to introduce national standards, but who as president, overturned public education with his No child Left Behind/Accountability federal control of public education, even promoting public shaming of teachers and public schools which did not meet the arbitrary and unfairly imposed testing regimen designed so that every public school and every public school teacher would fail.

HFA Statement in Response to Trump’s Education Speech Today in Cleveland

In response to Trump’s dangerous education proposals announced during his speech today in Cleveland, HFA Senior Policy Advisor Maya Harris offered the following statement:

“It’s no surprise that Donald Trump—whose only experience when it comes to education is his fraudulent ‘Trump University’—offered education policies that would prove disastrous for our public schools, our educators, and most importantly, our kids. Let’s be clear: Trump’s proposal to apparently gut nearly 30 percent of the federal education budget and turn it into private school vouchers would decimate public schools across America and deprive our most vulnerable students of the education they deserve.

“Hillary Clinton believes that the public school system is one of the pillars of our democracy. As president she will fight to strengthen our public schools to ensure every student receives a world-class education, regardless of their ZIP code.”

Donald Trump’s proposal, explained:

TRUMP: “[U]se $20 billion of existing federal dollars to establish a block grant for the 11 million school age kids living in poverty.”

EXPLAINER: A more extreme version of past Republican proposals, Trump’s plan would apparently eliminate the targeting of federal dollars to schools and districts with the highest concentrations of low-income students. Instead, he would turn over all $15.4 billion in Title I funding to states, and allow money to follow students outside of the public school system to private or parochial schools.

  • Trump’s proposal could strip funding from up to 56,000 public schools serving more than 21 million children. By allowing funding to leave America’s 56,000 Title I schools, Trump’s proposal will put crucial funding at risk for nearly 21 million American students.
  • Trump’s proposal might only serve 1.4 million students, while stripping funding from the other 10.5 million low-income students in America. Trump’s proposal would serve no-where near 11 million students. The average cost of a K-12 private school is $13,640 per student, per year. Since thevast majority of states do not support private school vouchers, Trump’s proposal would have to carry the full cost of attendance. As a result, Trump’s proposal might only serve 1.4 million students, while taking away funding that serves America’s low-income schools.
  • Trump’s proposal could have a devastating impact on student achievement. Research shows that students who attend schools using vouchersoften do worse than those who stayed in their neighborhood public schools.
  • To fund his $20 billion voucher program, Trump would have to cut all Title I funding and $5 billion dollars in additional federal education programs. Trump would need to “repurpose” roughly $5 billion in annual education funding which currently supports programming such as preschool, Pell grants, and crucial resources to help low income students, students with disabilities, and English-language learners.

Obama Administration Launches New $100 Million Competition to Expand Tuition-Free Community College Programs

Exuberant optimism of High School graduation. The Obama Administration is taking steps to ease access to community college, recognizing that most decent-paying jobs today require a degree © 2016 Karen Rubin/news-photos-features.com
Exuberant optimism of High School graduation. The Obama Administration is taking steps to ease access to community college, recognizing that most decent-paying jobs today require a degree © 2016 Karen Rubin/news-photos-features.com

“Every American, whether they’re young or just young at heart, should be able to earn the skills and education necessary to compete and win in the 21st century economy.” – President Barack Obama

Democratic presidential candidates Bernie Sanders and Hillary Clinton have both made college affordability an issue of their campaigns, while the Republican candidates have ignored the issue entirely. And with the media’s obsessive focus on the presidential contest, and the Republican-controlled Congress’ insistence on obstructing any positive action President Obama might take, Americans are generally unaware of what Obama has been doing to make college affordable and ease the student debt crisis. The White House just issued a Fact Sheet on efforts to break down financial barriers to obtaining a college degree:

The Obama Administration announced a new $100 million investment for America’s Promise Job-Driven Training grants (America’s Promise Grants) to connect more Americans to education and in-demand jobs, in addition to 27 new free community college programs that have launched in states, communities and community colleges designed to make access to higher education available regardless of the ability to pay.

Details of the various programs were outlined by Vice President Joe Biden and Dr. Jill Biden at the Community College of Philadelphia, which modeled a free community college program after the President’s America’s College Promise plan this time last year.

The Obama Administration has focused on America’s more than 1,100 community colleges because they are “the backbone of the nation’s postsecondary education and training system. They serve over 7 million undergraduates, including many older, low- or moderate-income, minority, first-generation, and rural Americans an opportunity to earn a quality, affordable degree or credential that meet the demands of a competitive global economy,” the White House stated.

“That is why President Obama has challenged communities to take action to grow the momentum for America’s College Promise, a plan to make two years of community college free for responsible students, letting students earn the first half of a bachelor’s degree and the skills needed in the workforce at no cost. And, in order to help communities accept this challenge, he is calling on Congress take action on the America’s College Promise Act, introduced by Senator Baldwin and Congressman Scott, which would expand access to higher education for our nation’s students.

“Companies are choosing to grow in the U.S. in part because we have the most educated, creative, and adaptable workforce. Over the last six years, American businesses have created over 14 million new jobs. Of the new jobs the economy is expected to generate over the next ten years, around half will require postsecondary education or training. The President’s Job-Driven Training agenda has made federally supported education and training programs more responsive to employer needs. As part of this approach, community and technical colleges are playing a critical role in helping Americans get the skills to get good jobs. The $100 million America’s Promise Grants will help communities catalyze new and strengthen existing partnerships and programs to offer more Americans access to the knowledge and skills they need to pursue their educational and career goals, particularly in high-growth sectors like technology, manufacturing, and health care.”

These investments build on the Obama Administration’s record of investing in students and the workforce. Since 2009, the Obama Administration has invested more than $70 billion dollars in support of community colleges including over $66 billion in over 19 million Pell scholarships to help students and families pay for college; $2 billion in Job-Driven Training Community College Grants to strengthen education and training programs that lead to in-demand employment and provide a ticket to the middle class at nearly half of the nation’s community colleges; and $1.6 billion in Title III and Title V to strengthen institutions’ capacity for providing students an affordable, high-quality education. These critical investments have helped transform the role of community colleges as leading providers of high-quality, affordable, pathways for all Americans to work hard in pursuit of skills employers seek and of knowledge.

Highlights  from the recent announcements:

  • $100 Million America’s Promise Grants. Early this summer, the Administration will launch an H-1B funded grant competition by the Department of Labor to create and expand innovative regional and sector partnerships between community colleges and other training providers, employers, and the public workforce system to create more dynamic, tuition-free education and training programs for in-demand middle and high-skilled jobs across the country. Built off the model of shared responsibility for educating this nation’s students and workforce, America’s Promise Grants continue to build on the Administration’s investments to strengthen education, training, and employer engagement.
  • More than $70 million in New Investments Building Progress on America’s College Promise for 40,000 Americans. Since the launch of America’s College Promise, state and local elected officials, community college leaders, non-profits, business, and philanthropy have come together across the country to expand free community college programs. Since President Obama announced America’s College Promise, at least 27 new free community college programs have launched in states, communities, and individual community colleges. Collectively, these new programs add over $70 million in new public and private investments to serve nearly 40,000 students at community colleges.
  • $100 Million for America’s Promise Grants:

Vice President Biden announced a commitment to make $100 million available through the Department of Labor to expand high quality education and training programs that give Americans the skills most in-demand from regional employers for middle- to high-skilled jobs. Grants will be awarded to pilot and scale innovative tuition-free partnerships between employers, economic development, workforce development boards, community and technical colleges and systems, training programs, K-12 education systems, and community-based organizations that will strengthen the pipeline of Americans ready for in-demand jobs, bridge students’ educational opportunities and employer needs, attract more jobs from overseas, and create more pathways for Americans to reach the middle class through the following activities:

o   Increase opportunities for all Americans. With the rising costs of higher education, post-secondary education may feel out of reach for many Americans. Grantees will develop strategies to increase tuition-free opportunities for unemployed, underemployed, and low-income workers to enter skilled occupations and industries. Grantees will use and align existing resources to help sustain and scale up programs.

o   Expand employer engagementThese regional partnerships from employers to support program design and delivery and identify skills and competencies needed to meet businesses’ needs. Employer partners will offer innovative ways for skills attainment through work-based learning and customized ‘upskilling’ strategies to move low-skilled individuals up a career pathway with registered apprenticeship, paid-work experience, and paid internship opportunities.

o   Strengthen education and training performance. Grantees will reduce the need for remediation, and increase skills development through evidence-based interventions. Grantees are encouraged to use evidence-based designs that can increase the employability, employment, earnings, and educational outcomes of students, while supporting employers’ economic growth.

  • More than $70 million in New Investments Building Progress on America’s College Promise for 40,000 Americans.

In his 2015 State of the Union, the President announced a vision for America’s College Promise to make two years of community college free, letting responsible students earn the first half of a bachelor’s degree or earn skills needed in the workforce at no cost by creating a new partnership with states. The program would require everyone to do their part: community colleges must strengthen their programs and increase the number of students who graduate, states must invest more in higher education and training, and students must take responsibility for their education, earn good grades, and stay on track to graduate.

Since then, state and local elected officials, community college leaders, non-profits, business, and philanthropy from across the political spectrum and from all corners of the country are taking action, including through a new PSA from the Heads Up America campaign. At least 27 new free community college programs launched in states, communities, and individual community colleges since the President’s 2015 State of the Union address. Collectively, those new programs add over $70 million in new public and private investments to serve nearly 40,000 students at community colleges.

  • Statewide programs include: Oregon, Minnesota and Rhode Island.
  • Local efforts span at least 12 states and include: College of the Siskiyous (CA), Community College of Philadelphia (PA), Dabney Lancaster Community College (VA), Detroit (MI), Gateway Technical College (WI), Harper College (IL), Ivy Tech (IN), Lone Star College (TX), Los Angeles (CA), Manistee County Commitment Scholarship (MI), Milwaukee Area Technical College (WI), Madison Area Technical College (WI), Mid-north Promise (IN), Mohave Community College (AZ), Oakland (CA), Richmond County (NC), Salt Lake Community College (UT), San Diego Community College District (CA), Santa Barbara City College (CA), Scotland County (NC), Sinclair Community College (OH), Wichita Area Technical College (KS), Wisconsin Indianhead Technical College (WI), and Vance-Granville Community College (NC).

Additionally, a number of new legislative proposals have been made to expand free community college programs. At the Federal level, Sen. Tammy Baldwin (WI) and Rep. Bobby Scott (VA) proposed America’s College Promise Act of 2015 for the country’s community and technical colleges – including Historically Black Colleges and Universities and Minority-Serving Institutions –while 17 other states have proposed legislation to make community college free state-wide. Additionally, survey data from the American Association of Community Colleges shows that a quarter of community college presidents believe it is likely that their institutions will offer a tuition-free (or nearly free) program within the next two years, which would double the number of available tuition-free options.

States and communities are demonstrating that there is a range of thoughtful and effective ways to design a tuition-free Promise program customized to address local and state knowledge and skills needs, funding opportunities, and shared community goals. Nearly all these announced programs have features that ensure hard-working students have a fair shot and stay on track to graduate successfully. Key designs include:

o   Supporting responsible high school graduates by requiring participants to have graduated from high school and maintain at least a minimum grade point average (GPA). America’s College Promise designates a 2.5 GPA requirement, which is comparable to many of these programs.

o   Promoting more credit accumulation through full-time or at least part-time enrollment to ensure that students are making progress towards completion, which can increase the likelihood of completing on time and save students tuition.

o   Requiring FAFSA completion to help students access federal, state, institutional, and private financial aid. Over 39 percent of community college students do not complete the FAFSA, even though they are likely to qualify for some form of aid. These provisions help ensure students receive the financial support they need to pursue their education and stay on track to complete a degree or credential. Tennessee Promise’s FAFSA requirement helped lead to the greatest year over year increase at the state level, and helped Tennessee lead the country in FAFSA completion.

o   Ensuring credits fully transfer so that students are more likely to cut down on redundant courses, reduce remediation, and stay on track to earn half of the credit they need for a four-year degree on-time if they choose to transfer.

Building on the Obama Administration’s Investments in Community College to Strengthen Education and Job-Driven Training

  • Increasing Investments in Scholarships for Students. This Administration has invested over $66 billion in community colleges, providing over 19 million Pell scholarships to students attending community colleges; this funding to community colleges represents over one-third of all Pell grants. To continue improving and expanding these important investments, the Administration will soon announce selected pilot sites who for the first time will offer up to $20 million in Federal Pell Grants for over 10,000 high school students to pay for college courses typically provided by community colleges and put themselves on a fast-track to college completion before even setting foot on campus. Evidence shows that dual enrollment programs help high school students earn better grades and increase their likelihood of college enrollment, persistence and completion. In addition, to further strengthen community colleges, particularly for traditional underrepresented students, this Administration has invested $1.6 billion in Title III and Title V programs.
  • $2 Billion for 2,300 In-Demand Education and Training Programs at Community Colleges in all 50 States. The Trade Adjustment Assistance Community College and Career Training (TAACCCT) program, provided more than half of our nation’s community colleges and other eligible institutions of higher education with funds to partner with nearly 2,500 employers to expand and improve education and career training programs that help job seekers get the skills they need for in-demand jobs in industries such as information technology, health care, energy, and advanced manufacturing. To date, nearly 300,000 participants have enrolled in these programs, earning 160,000 credentials. 40 states received grants that supported state-wide systematic change by including all or most community colleges in the state. Select examples of successful partnerships, which have reached more than 4,500 individuals, include:

o   Motlow State Community College (MSCC) (TN). MSCC received $3.3 million and partnered with Bridgestone Tire Company to develop a new mechatronics training facility on-site at Bridgestone in Smyrna, TN.  In addition to contributing to curriculum development, Bridgestone has contributed over $4 million towards renovations and equipment.

o   Piedmont Technical College (PTC) (SC). As part of a consortium consisting of 10 of the 16 public, two-year colleges in South Carolina and funded at nearly $20 million, PTC partnered with 37 employers to redesign a new advanced manufacturing certificate program.  Sixteen of the partnering companies and local county organizations collectively contributed $1.4 million to create the PTC Center for Advanced Manufacturing to support the program.

o   Alpena Community College (ACC) (MI): ACC received $2.8 million to implement the Sustainable Solutions for Northeast Michigan: Green Jobs and Clean Energy project to build a statewide energy partnership network, which included the Michigan National Guard and DTE Energy and Consumers Energy, the two largest energy employers in Michigan as well as the state workforce development board. This partnership network designed and implemented a “Gas Energy Bootcamp,” targeting unemployed people and returning veterans. Program completers had a 96 percent employment rate.

  • Launch of New Health Career Pathways Initiative:  Business-Led Effort to Expand Career Pathways in Healthcare Industry.  One of the key goals of the America’s Promise grants and other federal funding is to spur longer-term, industry led efforts to prepare more people from all backgrounds for in-demand jobs. Today, leading healthcare employers are building on a career pathways framework developed with a $19.6 million Job-Driven Training Community College Department of Labor grant to better match up training with their needs at a more national scale.

o   Business-Led Task Force on Core Skills and Career Pathways.  The Advisory Board Company will convene employers to agree on common ways to describe and measure the skills needed for healthcare jobs to focus training on in-demand skills and help workers to translate the skills they already have to move between roles and employers.  Initial members include: University of Pittsburgh Medical Center, Sutter Health, New York City Health and Hospitals Corporation, Mercy Health West Michigan/Trinity Health, and Fairview Health Services

o   Partnership with Communities to Adopt Common Skills and Career Pathways for Healthcare Workers.  Brought together by Hope Street Group, seven founding “Health Career Pathway Communities” composed of 15 healthcare systems, 11 community colleges and systems, 7 workforce boards, and 12 community-based organizations will adopt common skill and career pathways and support more than 1,000 disadvantaged Americans with training and placement into healthcare jobs with paid internships, career counseling, etc.  HPCs include: Grand Rapids and Muskegon, MI; Denver, CO; Minneapolis, MN; Charlotte, NC; Bronx, Westchester and Hudson Valley, NY; New York City, NY; and Sacramento, CA.

  • Scaling Up What Works Across Federal Programs with A Job-Driven Checklist Applied To Billions Of Training Dollars. In July 2014, the Administration laid out a Job-Driven Checklist of seven elements that matter most to get Americans into better jobs (e.g., strong employer engagement, work-based learning, better use of labor market information, accountability for employment outcomes). Since then, agencies have awarded over 15 competitive job-training grants that total more than $1.5 billion, with an additional 12 competitive grants of more than $800 million to be awarded over the remainder of 2016 that incorporate the job-driven training elements.  More details on progress can be found here.
  • Expanding “learn and earn” training opportunities through apprenticeships:In September 2015, the Department of Labor awarded $175 million in American Apprenticeship Grants to 46 public-private partnerships that will help train more than 34,000 new apprentices in high-growth industries like health care, IT, and advanced manufacturing while scaling up proven programs. Earlier this month, DOL announced the newest investments for expanding apprenticeship through the $90 million ApprenticeshipUSA grants which will fund state, industry, and non-profit efforts to expand apprenticeship and increase the diversity of industries and workers in apprenticeship.  Since the President’s 2014 State of the Union call to action, the US has added more than 75,000 new apprenticeship opportunities, the largest increase in nearly a decade.

Budget Proposals to Connect More Americans to Training for In-Demand Jobs 

  • Expand Innovative Tuition-Free Training Programs at Community Colleges. Building on the TAACCCT program,the President’s Budget request includes $75 million for a new American Technical Training Fund, which are competitive grants that support the development, operation, and expansion of innovative, evidence-based, short-term, or accelerated job training programs that enable students, particularly from low-income backgrounds, to access tuition-free education and training leading to career pathways for jobs in high-demand fields. Projects would emphasize strong employer partnerships, work-based learning opportunities, accelerated training, and flexible scheduling.
  • Strengthening Partnerships between Businesses and Community Colleges to Grow the Middle Class. The Administration has proposed a new tax credit to incentivize employers to strengthen community and technical colleges through contributions like designing curriculum, donating instructors and equipment, and creating job-based learning opportunities. Employers can earn a one-time $5,000 tax credit for hiring a qualifying community college student graduate full-time. Altogether, this could help half a million students access the training and jobs they need to succeed over the course of five years.
  • Helping More Americans Complete College Affordably. Along with Continuing To Index The Pell Grant To Ensure It Keeps Pace With Inflation, the Administration is calling for significant new investments in the federal Pell Grant program—the cornerstone of college affordability – with two new Pell proposals that will help students accelerate progress towards their degrees and increase their likelihood of on-time completion. These two proposals include Pell for Accelerated Completion, which would allow full-time students to take courses in a third semester, and On-Track Pell Bonus, which offers $300 for students to take 15-credits, which would accelerate progress towards a degree. In fiscal year 2017, these changes would mean an additional $2 billion in Pell Grants for students working toward their degrees.
  • $3 Billion Talent Compact to Keep and Attract Jobs to the U.S. The President’s Budget proposes competitive funding to create over 50 “Talent Hotspots.” These would consist of employers, training programs, and workforce leaders that prioritize one sector and make a commitment to recruit and train the workforce to help businesses grow and attract more jobs from overseas. This proposal would produce a pipeline of about half a million skilled workers over five years.

See also: White House Announces New Actions to Help More Americans Manage Student Debt

Obama Celebrates Great Teachers, Cites Nation’s Progress in Public Education

President Obama promotes education reform during visit to PTech, an innovative high school program, in Brooklyn, NY © 2016 Karen Rubin/news-photos-features.com
President Obama promotes education reform during visit to PTech, an innovative high school program, in Brooklyn, NY © 2016 Karen Rubin/news-photos-features.com

On National Teacher Appreciation Day, May 3, President Obama stood with hundreds of educators from across the country to recognize their contributions and celebrate the progress this country has made toward increasing educational opportunity and outcomes for all students since he took office.  The President not only honored the National Teacher of the Year, Jahana Hayes, a veteran history teacher at John F. Kennedy High School in Waterbury, Connecticut, but also celebrated remarkable educators across the country who have helped achieve extraordinary progress over the past seven and a half years.

“President Obama recognizes that America’s future is written in our classrooms, and that our teachers and educators deserve our support,” the White House stated. “That is why, throughout his Administration, the President has not only supported our educators, but also promoted a bold vision for improving our education system to give all students the fair chance they deserve. Today, the White House will underscore the change underway in America’s schools, and announce progress toward reaching the President’s goal of preparing an additional 100,000 science, technology, engineering, and mathematics (STEM) teachers for America’s classrooms by 2021.”

The White House is also highlighting new efforts to support great educators.TEACH – a public-private collaboration led by the U.S. Department of Education and Microsoft, with support from organizations including Facebook, College Football Playoff Foundation and MyCollege Options – will launch new commitments to attract a strong teacher workforce.  The Department of Education will collaborate with the ASCD, the National Board for Professional Teaching Standards, The Leona M. and Harry B. Helmsley Foundation Charitable Trust, and Carnegie Corporation of New York in their work to support teacher-led initiatives that strengthen teachers’ professional learning and improve student outcomes.  And organizations like Spotify and the College Football Playoff Foundation will launch new efforts to support and encourage great teaching.

Progress to Support Great Teachers and Help All Students Succeed 

Today, the White House and the Department of Education are releasing a report highlighting the nation’s educational progress since the President took office – from reducing the number of dropouts, to raising academic standards to prepare students for college and career in nearly every state, to expanding the availability of high-quality preschool and digitally connecting America’s classrooms.  The pace and scale of change in America’s educational system would have been impossible to achieve without the committed work of educators at every level of school governance – from the classroom teacher to state superintendents.

The report released today details the steps President Obama has taken since the Recovery Act to support education, showing results under efforts such as the Race to the Top – which catalyzed a profound wave of education reform across the country – and the Investing in Innovation program – which has contributed to testing, validating, refining and expanding new solutions and strategies to close achievement and opportunity gaps in America’s schools.  The report underscores the steps the Obama Administration has taken to increase equity and give teachers the tools they need to help students succeed.

Below are a few highlights of the progress achieved over the last seven and a half years:

  • High Academic Standards that Prepare Students for Success in College and Careers: Today, 49 states and the District of Columbia (D.C.) have adopted and are implementing college- and career-ready standards and aligned assessments for their students. In the future, with the recent passage of the Every Student Succeeds Act (ESSA), every state will hold all of their students to such standards. 
  • Record-High Graduation Rates: In 2008, a quarter of our high school students did not earn a high school diploma on time. Since President Obama took office, the graduation rate has increased steadily and students in the United States are graduating from high school at a higher rate than ever before, at 82 percent. Some of the greatest progress has been made by African American and Latino Students. Since the 2010-2011 school year, African American high school students experienced a 5.5 percentage point increase in graduation rates while Latino students experienced a 5.3 percentage point increase.
  • Stemming the Tide of School Dropout: The number of schools where 40 percent or more of students do not graduate on-time has gone down sharply during this Administration. In 2008, there were roughly 1,800 of these schools across the country; by 2014, the number of these schools was reduced to 1,040.The percentage of young people who drop out of high school altogether has decreased.  In 2008, before the President entered office, the dropout rate among Hispanic students was 18 percent. That percentage shrunk to just below 12 percent in 2013 – a marked improvement from before President Obama entered office and a significant shift from more than two decades before, when the share of Latino youth who were dropouts was 35 percent.
  • Advancing High-Quality Preschool: In 2009, only 38 states offered students access to state-funded preschool, according to the National Institute for Early Education Research at Rutgers University. Today, all but four states offer access to state-funded preschool, and since the President called for universal access to high-quality preschool in his 2013 State of the Union Address, 38 states and D.C. have invested more than $1.5 billion in support of preschool. Beyond these state investments, the Obama Administration has dedicated $750 million toward the development and expansion of high-quality preschool, enabling 230 high-need communities to provide more than 100,000 additional children with access to preschool.
  • Investing in our Great Educators:When President Obama took office, the U.S. economy was in free-fall, and state and local government budgets were in trouble and facing significant cuts – jeopardizing our education system. The President took action, signing into the law the Recovery Act, which saved or created more than 400,000 jobs, most directly in education – keeping teachers, principals, librarians, and counselors on the job. In addition, since 2009, the Obama Administration has invested more than $2.7 billion in grants to develop educator talent through the award of competitive grants for better recruitment, training, support, and rewards for our educators, particularly those in high-need and rural districts.
  • Transforming Education Technology: In 2013, only 30 percent of school districts had access to high-speed internet, leaving 40 million students without access to that connectivity.  In 2013, the President launched his ConnectED initiative with the goal of unleashing education technology in schools and connecting 99 percent of America’s students to high-speed broadband in their schools and libraries by 2018.   Today, we are on track to meet that goal – 77 percent of school districts and an additional 20 million students now have access to high-speed broadband. This transformation is supported by 2,200 superintendents who have committed to President Obama’s Future Ready vision to help teachers and principals unleash new models of teaching and learning that make use of technology and digital tools like Open eBooks.
  • Inspiring STEM Education and Computer Science for All:  The Obama Administration’s efforts have resulted in an unprecedented all hands-on-deck effort in support of STEM education and STEM teachers, including securing more than $1 billion in private investments in support of STEM education. Additionally, the President has advanced efforts to inspire and recognize young inventors, discoverers and makers by hosting the first-ever White House Science Fairs and the first-ever Maker Faire in 2014.  Earlier this year, the President announced a bold new call to action: to empower every American student from kindergarten through high school to learn computer science and the computational thinking skills needed to succeed.

New Announcements in the Effort to Support Great Educators

In addition to highlighting the progress under this Administration, the White House and Department of Education are also announcing the following actions being taken to support excellent educators:

Reaching the President’s Goal of 100,000 new and Excellent STEM Teachers

To meet the challenges of the 21st century, more of our students will need to be prepared with strong STEM skills in order to succeed. The need is real — last year, there were more than 600,000 tech jobs open across the United States. But there are large disparities in student access and engagement in STEM courses, with only half of high schools nationwide offering calculus and only 63 percent offering physics. One quarter of the high schools with the highest percentages of African-American and Latino students do not offer Algebra II and a third of these schools do not offer chemistry. To address these challenges, President Obama issued a call to action in his 2011 State of the Union address to put 100,000 new STEM teachers in the classroom in ten years to equip a new generation of problem-solvers with the STEM skills they need to revitalize our economy, lead our nation, and solve the globe’s most pressing challenges.

In response to that call to action, 100Kin10, a network of 280 organizations, including school districts, universities, foundations, corporations, museums, nonprofits, and government agencies, was formed to mobilize commitments to achieve the ambitious 100,000 excellent STEM teacher goal by 2021.

Today, at the critical halfway point in the ten-year effort, 100Kin10 is announcing that its network has already trained more than 30,000 teachers, and that its partners have made commitments to recruit and train an additional 70,000 by 2021 – meaning they will meet the President’s goal and yield more than 100,000 excellent STEM teachers by the ten-year mark. These projections have been verified by the American Institutes for Research, which has concluded that 100Kin10’s estimates are reasonable.

Making an Impact: Teacher Impact Grants

Today, the U.S. Department of Education is announcing that it is working with ASCD, the National Board for Professional Teaching Standards (“National Board”), The Leona M. and Harry B. Helmsley Foundation Charitable Trust, and Carnegie Corporation of New York to provide direct support to teacher-led initiatives to strengthen professional learning and improve student outcomes. These Teacher Impact Grants will cultivate the robust expertise of teachers to accelerate positive change in professional learning at the classroom, school, and district levels.

The program will be administered by ASCD and financially supported by The Leona M. and Harry B. Helmsley Foundation Charitable Trust and Carnegie Corporation of New York. The funding will provide $5,000-$15,000 grants with the goal of supporting and empowering teachers in their work, so they may enhance the impact our schools have on the well-rounded success of each child. The commitment from the Helmsley Charitable Trust and Carnegie Corporation of New York will provide the resources needed to make teacher innovations a reality.

The private grants build on work by the Teach to Lead initiative, which was founded in 2014 by the Department of Education and the National Board to help advance student outcomes by expanding opportunities for teacher leadership. As part of Teach to Lead, the Department, ASCD, and National Board have hosted Teacher Leader Summits and Teacher Leader Labs across the country where hundreds of educators have created locally-driven plans to help improve student outcomes. 

Encouraging More Great Individuals to TEACH

TEACH is a public-private collaboration led by the U.S. Department of Education and Microsoft.  TEACH’s public service campaign, in partnership with the Ad Council, aims to inspire the next generation of teachers by reaching millions of college students who are considering career choices and providing them with information about how the teaching profession matches the criteria they have for their ideal career, including many opportunities for innovation and creativity, leadership and skill development, and personal fulfillment. Today TEACH is announcing that the following organizations are taking steps to support its work:

  • Microsoft will renew its financial support with an additional two-year $3 million commitment and continue to provide leadership and strategic guidance to TEACH.
  • Facebook is providing pro-bono creative work and donated media on Facebook’s platform and leveraging the platform’s detailed targeting capabilities to directly reach college students and recent graduates who have demonstrated an interest in STEM subjects.
  • MyCollege Options, the nation’s largest college planning platform, is partnering with TEACH to access over 6 million high school and college students nationwide and identify those with the highest propensity to become teachers. 

The College Football Playoff Foundation: Lifting Up Excellent Educators

The College Football Playoff Foundation is announcing that it will make a $100 million impact on teacher-related initiatives over the next ten years. The Foundation and its media affiliates will work with TEACH over this year to develop a campaign that supports and enhances the status of the teaching profession throughout the United States. In only two years, the College Football Playoff Foundation’s “Extra Yard for Teachers” initiative has impacted more than 5,000 schools, and funded 6,000 classroom projects, reaching over 1.2 million teachers and students. Extra Yard for Teachers specifically seeks to increase the recruitment and retention of quality teachers in the United States by supporting the efforts of organizations including the U.S. Department of Education, TEACH, Teach for America, DonorsChoose.org and Educators Rising.  The College Football Playoff Foundation and universities across the country will also pay tribute to teachers during Extra Yard for Teachers Week from September 17-24 and again during the College Football Playoff bowl games. 

Spotify: Supporting Educators Through Music and Stories

Spotify is committing to celebrate the creativity of America’s teachers and supports programs that bring music to all students. Spotify will create a series of initiatives that highlight creativity in education.  Launching this week, it will encourage its community to share songs and stories about influential teachers using #ThankATeacher. Throughout the year, Spotify will leverage its platform and community to showcase the importance of providing creative tools for educators and the power of music education for students. Spotify will also be collaborating with organizations like Girls Rock Camp and Music Mural & Arts Project in 2016 to ensure that more students have access to the power of music.

Obama Administration Launches New Initiatives to Expand STEM Education Opportunities for Youngest Learners

Let’s Talk, Read and Sing about STEM tip sheets provide fun, concrete resources and recommendations for families, caregivers, and infant, toddler, and preschool educators on easy ways to incorporate STEM concepts and vocabulary into everyday routines, and suggestions for activities to engage young children in STEM learning © 2016 Karen Rubin/news-photos-features.com
Let’s Talk, Read and Sing about STEM tip sheets provide fun, concrete resources and recommendations for families, caregivers, and infant, toddler, and preschool educators on easy ways to incorporate STEM concepts and vocabulary into everyday routines, and suggestions for activities to engage young children in STEM learning © 2016 Karen Rubin/news-photos-features.com

WASHINGTON, DC – The White House, in partnership with the U.S. Departments of Education and Health and Human Services and Invest in US, hosted an event April 21 to highlight the importance of promoting active science, technology, engineering, and math (STEM) learning for our youngest children and to celebrate a broad range of public- and private-sector leaders committed to promoting STEM learning across the country.

The White House received over 200 submissions of innovative STEM work from leaders across the country, representing state and local entities, foundations, non-profits, media organizations, technology companies, research institutions, and museums. Collectively, the commitments of these leaders have the potential to bring new active STEM content for our youngest children to millions of households across the nation. The early STEM learning announcements also mark progress on the President’s My Brother’s Keeper Initiative and the efforts of the Council on Women and Girls to ensure that all young children can reach their full potential, including students underrepresented in STEM. (You can learn more about the full set of commitments being made HERE.)

New Steps Being Taken by the Administration

In addition to the public and private sector groups that are stepping up, Federal agencies are deepening the resources and support they provide for early active STEM Learning. New actions being taken by the Obama Administration include:

  • New Research Grants to Improve Early Elementary Science Outcomes: The U.S. Department of Education’s (ED) Institute for Education Science (IES) announced a new funding opportunity that will support a network of interdisciplinary research teams in exploring how early elementary school science teaching can improve education outcomes for children, especially those from low-income backgrounds and from communities underrepresented in science professions.  IES will fund up to four research teams and a network lead to coordinate the work.
  • New Suite of STEM Tip Sheets and Resources for Families and Early Educators: The Department of Education (ED), the Department of Health and Human Services (HHS), and Too Small to Fail (TSTF) have created a set of early STEM resources for families and educators of young children called Let’s Talk, Read and Sing about STEM!These tip sheets provide fun, concrete resources and recommendations for families, caregivers, and infant, toddler, and preschool educators on easy ways to incorporate STEM concepts and vocabulary into everyday routines, and suggestions for activities to engage young children in STEM learning. The tip sheets and “Let’s Talk about the World” poster are available in English and Spanish. 
  • Policy Statement on the Role of Technology in Early Learning: ED and HHS will release a joint policy statement later this year on the role of technology in early learning. ED is inviting the public to commenton a series of questions that will inform the development of the statement.
  • New Research on the U.S. Department of Education’s Ready to Learn Program: This month, grantees from ED’s Ready to Learn program will be featured in reports that share findings and lessons learned about utilizing television and digital media to support math learning for young children.  The reports include six papers by grantees and evaluators that will appear in a special section of an issue of The Journal of Children and Media, and a new report entitled “The Ready to Learn Program: 2010–2015 Policy Brief” released by the Center on Media and Human Development at Northwestern University.
  • USDA and NASA Creating New 21st Century CompetenciesLearning Activities: The U.S. Department of Agriculture is partnering with NASA to create modules for students, based on NASA astronaut training.  Activities will be introduced with a video by a NASA astronaut and will consist of children engaging in mission-based activities.

Private sector groups from across the country are committing to the following actions today to increase access to high-quality early STEM education:

  • The Bay Area Discovery Museumis launching Empowered Engineering, an initiative designed to bring high-quality engineering experiences to young children. Empowered Engineering will reach underserved children through partnerships with Title I schools and community-based organizations. Over the next five years, the Bay Area Discovery Museum will reach an estimated 11 million students and teachers, in their community and throughout the country.
  • The Early Math Collaborative at Erikson Institute, in partnership with the City of Chicago and with support from the National Science Foundation, will launch Collaborative Math, a new professional development model designed to establish excellence in early math teaching in early childhood programs. The Early Math Collaborative will roll out at 28 Head Start sites in Chicago.
  • Girl Scouts of the USAwill promote Girl Scout National programming that connects to early STEM education through targeted communications, such as blog posts and social media, which have the potential of benefiting more than 45,000 young girls. Girl Scouts of the USA will also distribute resource guides for parents on engaging young girls in STEM activities.
  • The Heising-Simons Foundationwill establish a partnership with The Fred Rogers Company, to support the production of 25 episodes of Odd Squad, a math-focused television show on PBS Kids, and create accompanying games and apps. They will also hold free summer math camps in 14 U.S. cities serving more than 400 children.
  • Hispanic Information and Telecommunications Network (HITN)will donate 10,000 STEM-focused Family Kits to national organizations that serve low-income families, including home visitation programs, informal learning settings, and community-based organizations, to promote STEM learning at home. 
  • The Jim Henson Company with $3M of support from the Corporation for Public Broadcasting will launch a new PBS series, Splash and Bubbles, for children ages four to seven, with a marine biology curriculum that will inspire children to care about the ocean, learn about its “citizens,” and understand that it is a vital part of our planet.  The series will be supported with free online destinations and digital apps, printed resources, and local events.
  • The Lawrence Hall of Sciencein partnership with a local community college, supported by the National Science Foundation, is developing and piloting an undergraduate course on teaching science and mathematics to young children. The course will be made available online.
  • The National Head Start Association and Lakeshore Learningwill increase access to Recycle Your Way to STEAM to every child and family enrolled in a Head Start program—growing from serving 20,000 children, educators and families to serving over one million nationwide. Recycle Your Way to STEAM is a set of activities that use recycled materials to introduce STEAM (science, technology, engineering, arts, and mathematics) concepts to early learners.
  • Nickelodeon, through their kindergarten readiness initiative – Beyond the Backpack– will distribute 50,000 toolkits in English and Spanish and increase exposure to STEM concepts in underserved areas through the Beyond the Backpack On-the-Go SMS text program and Kindergarten Readiness Block Parties featuring Blaze and the Monster Machines.
  • Project Lead The Way (PLTW) will form new partnerships with more than 400 elementary schools for the 2016–17 school year to expand their curriculum and teacher training, which immerses students in hands-on activities and projects that relate to the world around them. This expansion will grow PLTW’s elementary STEM-based program to 1,700 elementary schools across the United States.
  • Sesame Workshop, the creators of Sesame Street, will develop Make Believe with Math, a research-based online course for educators which, along with other training resources, will be made freely available online.

International Women’s Day: Obamas Point to Progress on ‘Let Girls Learn’ Initiative

First Lady Michelle Obama, discussing her "Let Girls Learn" initiative © 2016 Karen Rubin/news-photos-features.com
First Lady Michelle Obama, discussing her “Let Girls Learn” initiative © 2016 Karen Rubin/news-photos-features.com

“Today, on International Women’s Day, we recommit ourselves to achieving a world in which every woman and girl enjoys the full range of rights and freedoms that is her birthright,” President Obama stated.

“Women and girls make extraordinary contributions every day across all fields of human endeavor, including in business, education, sports, art, science, agriculture, parenting, and governance.  Without these contributions, economies would collapse, communities would fail, and families would fall apart.  And yet, in too many places around the world, women still struggle to rise out of their status as second-class citizens.  They are denied opportunities for full economic and political participation.  Some are forced to marry and have children when they are still children themselves, while abusive practices, such female genital mutilation/cutting, still persist in too many places.  Moreover, secondary education-arguably the most powerful tool for helping girls escape cycles of poverty and abuse and take control of their lives–remains beyond the reach of tens of millions of girls around the world.

“That is why I am proud that my Administration launched the Let Girls Learn initiative, which is already helping adolescent girls around the world to surmount the barriers that stand between them and a quality education.   It is also why I am pleased to announce that, in the coming days, Secretary of State John Kerry will be releasing the U.S. Global Strategy to Empower Adolescent Girls, which lays out a whole-of-government approach to provide the next generation of women the tools they need to pursue their aspirations.

“We know that when we invest in women and girls, we are not only helping them, we are helping the entire planet.  A future in which all women and girls around the world are allowed to rise and achieve their full potential will be a brighter, more peaceful, and more prosperous future for us all.”

Meanwhile, the White House issued a fact sheet on the progress made after one year of the “Let Girls Learn” initiative.

FACT SHEET: FIRST LADY MICHELLE OBAMA CELEBRATES ONE YEAR OF LET GIRLS LEARN, AND ANNOUNCES NEW COMMITMENTS TO THE INITIATIVE

 In March 2015, the President and the First Lady launched Let Girls Learn, a U.S. government initiative aimed at helping adolescent girls attain a quality education that empowers them to reach their full potential. The recently released FY 2017 President’s Budget has requested more than $100 million in new funds for the initiative, building on the $250 million in funds requested in the FY 2016 President’s Budget to launch the initiative. Additionally, foreign governments, including JapanSouth Korea and the UK, have collectively pledged nearly $600 million towards global girls’ education programming. Domestically, the First Lady is galvanizing students to become global citizens, from launching the #62MillionGirls social media campaign last September, to releasing the Let Girls Learn toolkit at last summer’s Girl Up Summit, to talking directly to girls at the Apollo Theater at last fall’s The Power of an Educated Girl town hall with Glamour Magazine.  Another key approach to making Let Girls Learn a success is through public private partnerships.  The independent commitments described below build upon commitments announced at last year’s Fortune’s Most Powerful Women Summit.  For the latest update on Alex and Ani’s commitment, click HERE. 

Private Sector Commitments to Let Girls Learn:

JOHNSON & JOHNSON will support global fundraising efforts in support of the girls’ education through Global Moms Relay and Donate a Photo App, totaling more than $200,000 over two years.  In addition, Johnson & Johnson will contribute $50,000 to the Peace Corps Let Girls Learn Fund.

PROCTER & GAMBLE is making a $100,000 donation to the Peace Corps Let Girls Learn Fund to enable adolescent girls’ education programming with a focus on Africa and Asia.  For International Women’s Day, Always will promote Let Girls Learn by proposing girls’ education-emojis, including a Mrs. Obama Let Girls Learn emoji. In addition, P&G and Peace Corps will explore expanding Always Confidence Teaching Curriculum to help more girls build and maintain confidence through education.

STARWOOD HOTELS & RESORTS WORLDWIDE, INC. will produce original promotional video content to run on SPG TV, an in-hotel TV network reaching upwards of 12 million consumers a month, as well as distribution across its many social media channels. Starwood will also designate Let Girls Learn as an official SPG charity partner, designing a promotion which allows members to donate Starpoints® to benefit Let Girls Learn.

JETBLUE will produce an original seatback video about Let Girls Learn for all flights during a key amplification month, raising awareness and inspiring all around international girls’ education. Additionally, JetBlue will provide a financial donation to the Peace Corps Let Girls Learn Fund.

LYFT will drive donations to the Peace Corps Let Girls Learn Fund through their tip-matching program, which will match funds when passengers tip their drivers. Lyft will identify key moments to activate this collaboration throughout the year.

J.CREW will support Let Girls Learn through their Garments for Good initiative and will design specific items to be released later this year. Garments for Good is a J.Crew initiative to lend support by selling items in their stores and online, with all profits being donated to the selected charity.

CSOFT INTERNATIONAL will translate Let Girls Learn materials, including the Peace Corps training literature, from English into multiple languages.

THE GIRLS’ LOUNGE is helping raise awareness around Let Girls Learn by commissioning a Let Girls Learn mural at Union Market and bringing a Let Girls Learn bus to Washington, DC to celebrate International Women’s Day. The Girls’ Lounge, in collaboration with partner Rubicon Project will also provide digital media campaigns to drive awareness and messaging for Let Girls Learn throughout 2016.

SALESFORCE.ORG will financially support Room to Read’s expansion of girls’ education in Cambodia and Sri Lanka. This commitment will support the work the First Lady has done to shed light on the importance of girls’ education in Cambodia, where she visited Room to Read’s work as part of the Let Girls Learn launch.

Public Sector and NGO Commitments to Let Girls Learn: 

DINING FOR WOMEN is a global giving circle dedicated to transforming lives and eradicating poverty among women and girls in the developing world. They will support the Peace Corps Let Girls Learn Fund with a $100,000 grant to fund community projects that address barriers to girls’ education and promote empowerment. 

RTI INTERNATIONAL, a nonprofit institute that provides research, development and technical services worldwide, will donate to the Peace Corps Let Girls Learn Fund.

CONNECTHER is raising awareness about access to education and schooling in the developing world through Girls Impact the World (GITW) Film Festival. Connecther is launching the GITW Global Chapters to screen short films from the Film Festival about the education of girls, economic independence for girls, redefining beauty and other critical issues.  Each screening will include a session about girls’ education.

AMY POEHLER’S SMART GIRLS, along with the Peace Corps, will share educational resources such as video and classroom correspondence activities to give “Smart Girls” the opportunity to learn about the world and connect with other “Smart Girls” eager to engage and support girls’ education.

See also:

First Lady Michelle Obama suggests will make ‘Let Girls Learn’ her work after WH and slideshow

Obama to Sign Every Student Succeeds Act, Replacing No Child Left Behind

High School graduation. Congress has passed the Every Student Succeeds Act which is intended to improve upon No Child Left Behind © 2015 Karen Rubin/news-photos-features.com
High School graduation. Congress has passed the Every Student Succeeds Act which is intended to improve upon No Child Left Behind © 2015 Karen Rubin/news-photos-features.com

The Senate voted 85-12 today to pass the Every Student Succeeds Act (ESSA), which would finally replace the badly broken No Child Left Behind law. The House passed this bill last week 359-64 (with every Democrat voting yes),

The White House announced that President Obama  will deliver remarks and sign the Every Student Succeeds Act tomorrow, Dec. 10.

“This bipartisan bill will cement the progress made in elementary and secondary education over the last seven years and fix the No Child Left Behind Act to reduce over-testing and one-size-fits-all federal mandates,” the White House stated.

The bill was sponsored in the Senate by Patty Murray (D-WA), who wrote, “For years, I’ve heard from students, parents, teachers, and small business owners about the need to fix the broken No Child Left Behind law. It wasn’t working for our kids, it wasn’t working for our schools, and it wasn’t working for our state. So when I became the top Democrat on the Senate Education Committee this year, I got to work, and I wasn’t going to stop until this broken law was fixed. It wasn’t easy in this Republican Congress, but I made it clear that I was willing to work with anyone, from any party, who was willing to put students and their education above partisanship and politics.

It will:

  • Reduce reliance on high-stakes testing – No Child Left Behind over-emphasized test scores to judge how students and schools were performing. The new law will allow students and teachers to spend less time on test prep​ and more time on learning. ​
  • ​Expand access to preschool programs so more kids can start kindergarten on strong footing.​
  • End the need for state waivers and “fail” letters – No Child Left Behind‘s one-size-fits-all mandates were so burdensome that the Obama administration began giving states waivers from the law’s requirements, which otherwise would have resulted in most schools being labeled as “failing.” ESSA ends the need for these state waivers, which will give students, parents, and teachers some much-needed certainty about how ​schools are​​ performing.​

Help ensure all students have access to a good education – For so many Americans, a good education can be a ticket to the middle class. ESSA will help ensure all students have access to a quality education, no matter their ZIP code or their background.

The White House issued a Fact Sheet on the background of the Every Student Succeeds Act, providing more detail:

FACT SHEET: Congress Acts to Fix No Child Left Behind

“We are a place that believes every child, no matter where they come from, can grow up to be anything they want… And I’m confident that if we fix No Child Left Behind, if we continue to reform American education, continue to invest in our children’s future, that’s the America we will always be.”– Remarks by the President on the No Child Left Behind Act, March 14, 2011, Kenmore Middle School, Arlington, Virginia

ESSA rejects the overuse of standardized tests and one-size-fits-all mandates on our schools, ensures that our education system will prepare every child to graduate from high school ready for college and careers, and provides more children access to high-quality state preschool programs.

The bipartisan bill passed by the House includes many of the key reforms the Administration has called on Congress to enact and encouraged states and districts to adopt in exchange for waivers offering relief from the more onerous provisions of No Child Left Behind (NCLB). The bill helps ensure educational opportunity for all students by:

  • Holding all students to high academic standards that prepare them for success in college and careers.
  • Ensuring accountability by guaranteeing that when students fall behind, states redirect resources into what works to help them and their schools improve, with a particular focus on the very lowest-performing schools, high schools with high dropout rates, and schools with achievement gaps.
  • Empowering state and local decision-makers to develop their own strong systems for school improvement based upon evidence, rather than imposing cookie-cutter federal solutions like the No Child Left Behind Act did.
  • Reducing the often onerous burden of testing on students and teachers, making sure that tests don’t crowd out teaching and learning, without sacrificing clear, annual information parents and educators need to make sure our children are learning.
  • Providing more children access to high-quality preschool.
  • Establishing new resources for proven strategies that will spur reform and drive opportunity and better outcomes for America’s students.

In recognition of the Elementary and Secondary Education Act (ESEA)’s legacy as a civil rights law, the bipartisan bill upholds critical protections for America’s disadvantaged students. It ensures that states and school districts will hold schools to account for the progress of all students and prescribes meaningful reforms to remedy underperformance in those schools failing to serve all students. It excludes harmful “portability” provisions that would siphon funds away from the students and schools most in need, and maintains dedicated resources and supports for America’s vulnerable children – including students with disabilities, English Learners, Native American students, homeless children, neglected and delinquent children, and migrant and seasonal farmworker children. It also ensures that states and districts continue the work they’ve begun this year to ensure that all students – including students from low-income families and students of color – have equitable access to excellent educators.

EMBRACING THE ADMINISTRATION’S PRINCIPLES FOR REFORM

College and Career-Ready Standards for America’s Learners: The bill affirms the path taken by 48 states and the District of Columbia to hold all students to challenging academic content standards that will prepare them to graduate from high school prepared for success in college and the workforce. In 2008, America’s governors and state education officials came together to develop a new set of college- and career-ready standards for their schools. The Obama Administration supported those efforts through its Race to the Top grant program and the federal-state partnership established in its ESEA flexibility agreements.

Rigorous Accountability for All Students: Consistent with the Administration’s legislative proposals and the policies in place under the Administration’s ESEA flexibility agreements, the bill builds on the federal-state partnerships in place in over 40 states to require meaningful goals for the progress of all students, and to ensure that every student subgroup makes gains toward college and career-readiness. States must set ambitious targets to close student achievement and graduation rate gaps among subgroups of students in order to meet their goals. In schools where too many students consistently fail to reach the goals and other indicators set by the state, school districts will ensure they receive tailored interventions and supports proportionate to the needs of those schools and the students they serve.

Reform and Resources for America’s Struggling Schools and Students: The bill will target resources, attention, and effort to make gains for our students attending schools most in need of help. Consistent with the policies in place under the Administration’s ESEA flexibility agreements, the bill moves away from NCLB’s one-size-fits-all accountability and ensures that states undertake reforms in their lowest performing schools, in high schools with high dropout rates, and in schools where subgroups are falling behind. It includes provisions that would require districts to use evidence-based models to support whole-school interventions in the lowest-performing 5 percent of schools and schools where more than a third of high school students do not graduate on time, and includes dedicated funding to support interventions in these schools. In schools where subgroups of students persistently underperform, school districts must mount targeted interventions and supports to narrow gaps and improve student achievement. If such schools are not showing improvement, the state will ensure more rigorous strategies are put in place. Moreover, the Department of Education has the authority it needs to ensure that states carry out their responsibilities.

New Incentives to Improve Opportunities and Outcomes for Students: The bill includes initiatives modeled after the Administration’s programs to:

  • Establish or expand access to high-quality, state-funded preschool for children from low- and moderate-income families, building from the Administration’s Preschool Development Grants program.
  • Develop, refine, and replicate innovative and ambitious reforms to close the achievement gap in America’s schools, similar to the Administration’s existing Investing in Innovation (i3) program.
  • Expand incentives to prepare, develop, and advance effective teachers and principals in America’s schools.
  • Leverage resources to address the significant challenges faced by students and families living in high-poverty communities through the Promise Neighborhoodseffort, supporting a full continuum of services from early learning through college.
  • Expand support for high-performing public charter schools for high-need students.

A Smart and Balanced Approach to Testing: The bill maintains important statewide assessments to ensure that teachers and parents can mark the progress and performance of their children every year, from third to eighth grade and once in high school. The bill encourages a smarter approach to testing by moving away from a sole focus on standardized tests to drive decisions around the quality of schools, and by allowing for the use of multiple measures of student learning and progress, along with other indicators of student success to make school accountability decisions. It also includes provisions consistent with the Administration’s principles around reducing the amount of classroom time spent on standardized testing, including support for state efforts to audit and streamline their current assessment systems.

Promoting Equity in State and Local Funding: The Administration has called repeatedly for states and school districts to more equitably distribute state and local dollars to schools with the greatest need. The bill includes a pilot program – similar to a proposal put forward by the Administration this year in the FY16 budget – that provides for weighted student funding. Under the pilot, districts must demonstrate a commitment to equitable distribution of state and local dollars—based on actual per-pupil expenditures—to their highest poverty schools. In exchange, districts would be allowed to allocate and use Title I and other federal formula funds in a more flexible manner to support comprehensive plans that improve achievement and outcomes for their neediest students. The bill also includes provisions that require reporting on actual school-level expenditures, allowing the public for the first time to see the amount of federal, state, and local funding distributed to each and every school.  The bill rejects so-called “portability” provisions in the House-passed bill that would have allowed states to shift federal funds away from the schools that need them most.

See also:

Hate over-testing? NYS’s Common Core Task Force needs to hear from you

Back to the drawing board for nation’s schools wrestling with Common Core

Teaching in America: Education reform should start with empowering teachers