As we continue to talk about the importance of postsecondary education and the United States’ goal of (again) having the highest percentage of college graduates in the world, it becomes important to focus specifically on first-generation college students. After all, the only way to truly expand the pool is to bring in those who previously haven’t been able to enjoy the swim.
Month: May 2014
The EdSec and the EWA
On the closing day of the 2014 Education Writers Association National Seminar, U.S. Education Secretary Arne Duncan (a regular speaker at the annual event) delivered the keynote address.
- “There
is the outrage over our nation’s achievement gaps and the fact that millions of
our children still don’t receive equal educational opportunity.” - “Today,
we worry both about achievement gaps and opportunity gaps. Because we haven’t provided
access to high quality early learning to all families, millions of children
enter kindergarten already behind their peers at the starting line of school.
That is profoundly unfair.” - “The
bottom line is that students of color, students with disabilities, and English
learners don’t get the same opportunity as their White and Asian-American peers
to take the math and science courses that figure importantly in preparing for
careers and college.” - “No
one has been hurt more in recent years by low standards and a lack of accountability
for student learning than our most disadvantaged students.” - “Without
accountability, there’s no expectation that all children will learn. Without
accountability, there’s no urgency. Without accountability, without meaningful
assessments of student learning, parents don’t have an objective way to know whether
their children are getting the education they deserve.” - “Unfortunately,
in 2014, we don’t treat inequality and inequity in schools with the urgency and
seriousness of purpose it deserves.” - “Too
many Americans today have become complacent about our educational performance.” - “We
have achievement gaps and opportunity gaps. But more importantly, we have a
courage gap and an action gap.”
EWA Fun Happy Time!
It is a rollicking good time down in Music City — Nashville, Tennessee — for this year’s Education Writers Association National Seminar.
Social Media in the Education Space
Eduflack is often fond of saying that the education community is typically one of the last to truly embrace new technologies. We lagged healthcare and other spaces when it came to moving onto the Internet and using websites to improve information sharing. We were slow to platforms like Facebook and LinkedIn, and some could say we still struggle with maximizing the reach and opportunity they afford, at least compared to other spaces.
- David Armano, Edelman Digital
- Danielle Brigida, National Wildlife Federation
- LaSandra Brill, Symantec
- Amelia Burke-Garcia, Westat
- Erica Campbell Byrum, For Rent Media Solutions and Homes.com
- Kevin Dando, PBS
- Jim Delaney, Activate Sports & Entertainment
- Scott DeYager, Toyota Motor Sales USA
- Frank Eliason, Citibank
- Sam Ford, Peppercomm
- Joy Hays, AT&T
- Brett Holland, Pepco Holdings, Inc.
- Bob Jacobs, NASA
- Leanne Jakubowski, Walt Disney World Resort
- Evan Kraus, APCO Worldwide
- Stacy Martinet, Mashable
- Christi McNeill, Patron Spirits Company
- Kristin Montalbano, National Geographic Channel
- Christopher S. Penn, SHIFT Communications
- Patrick R. Riccards, Collaborative Communications
- Jennifer Stalzer, MasterCard
- Lt. Stephanie M. Young, United States Coast Guard
- Albe Zakes, TerraCycle
Seeking Assessments That Matter
- 81 percent of students think student test scores reflect how well teachers teach
- 95 percent of students agree that tests are “very” or “somewhat” important for helping them and their teachers know if they are making progress in their learning during the year
- 80 percent of students say they have not heard of new state accountability tests, despite all of the CCSS hype we hear about
- 81 percent of students think student test scores reflect how well teachers teach
- 64 percent of African-American students, 65 percent of Asian-American students, and 61 percent of Hispanic students believe state accountability tests are very important to their futures, compared to just 47 percent of white students
- 78 percent of students think taking tests on computers has a positive impact on their engagement during tests, with 95 percent of district administrators and 76 percent of teachers agreeing that adaptive technology-based tests are “extremely” or “very” valuable for engaging students in learning
- 55 percent of teachers report they never took a course in assessment literacy in their teacher prep programs
- 96 percent of teachers who say they use assessment results do so to improve teaching and learning in the classroom
- Engage with students in policy development process, especially when making testing mandates at the state, district, and classroom levels
- Realign assessment priorities in support of teaching and learning
- Establish formal learning opportunities on assessment for every teacher, principal, and building administrator
- Improve student learning by making educator collaboration a priority in every school district
- Prioritize technology readiness in every district, focusing on infrastructure and addressing glitches