The White House has taken it upon itself to dispel the model minority myth for good. Last week, the Department of Education announced a “AAPI Data Disaggregation Initiative” to determine the real academic struggles of Asian American and Pacific Islander (AAPI) students in public school.
Read the story here.
Showing posts with label U.S. Department of Education. Show all posts
Showing posts with label U.S. Department of Education. Show all posts
Monday, May 16, 2016
U.S. Departments of Education and Justice Release Joint Guidance to Help Schools Ensure the Civil Rights of Transgender Students
The U.S. Departments of Education and Justice released joint guidance today to help provide educators the information they need to ensure that all students, including transgender students, can attend school in an environment free from discrimination based on sex.
Read more here.
Read more here.
Wednesday, May 4, 2016
U.S. Department of Education Releases Report on Office for Civil Rights to Ensure Educational Equity for All Students
Record 10,392 Complaints, 3,000-Plus Investigations Launched, More Than 1,000 Key Resolutions Reached
The U.S. Department of Education's Office for Civil Rights today released its fiscal year 2015 annual report highlighting efforts during the last year to protect students’ civil rights and increase educational equity nationwide.
Read the story here.
The U.S. Department of Education's Office for Civil Rights today released its fiscal year 2015 annual report highlighting efforts during the last year to protect students’ civil rights and increase educational equity nationwide.
Read the story here.
Monday, February 29, 2016
Education Secretary Nominee: Curbing Student Loan Debt, Campus Assaults Among Priorities
By Catherine Morris, Diverse Issues in Higher Education
Student loan debt and the campus sexual assault debate were two of the higher-education-related items on the agenda during the Senate education committee hearing on President Barack Obama’s nominee for secretary of education on Thursday afternoon.
Read the story here.
Monday, February 22, 2016
President Obama's 2017 Budget Seeks to Expand Educational Opportunity for All Students
U.S. Department of Education
The Obama Administration released a fiscal year 2017 budget today that makes crucial investments building on the Administration's work to advance educational equity and excellence, support teachers and school leaders, and promote college access, affordability and completion.
Read the press release here.
Click here for the Acting Secretary, John B. King Jr., of statement on the commemoration of Black History Month.
Related content from the U.S. Department of Education:
Tuesday, December 1, 2015
Education Department Receives Many Complaints about Racial Harassment in Higher Education
Education Department has received more than 1,000 filings on racial harassment in higher ed in last seven years. But only a fraction result in any findings.
By Scott Jaschik, Inside Higher Ed
In an op-ed this month on rising racial tensions on campus, Education Secretary Arne Duncan noted that in his seven years in office, the department's Office for Civil Rights has received more than 1,000 complaints about racial harassment in higher education. He said this statistic was an indication that the current concerns about race on campus are "no small issue." Duncan didn't note how small a proportion of those complaints have resulted in findings of discrimination. Most of the complaints, in fact, never result in a complete investigation by OCR, let alone a finding. That isn't necessarily a sign of weak complaints or of poor enforcement by OCR. A review of more information provided by the Education Department, however, may illustrate why students are turning to campus protests and not to Washington with their grievances.
Read the story here.
By Scott Jaschik, Inside Higher Ed
In an op-ed this month on rising racial tensions on campus, Education Secretary Arne Duncan noted that in his seven years in office, the department's Office for Civil Rights has received more than 1,000 complaints about racial harassment in higher education. He said this statistic was an indication that the current concerns about race on campus are "no small issue." Duncan didn't note how small a proportion of those complaints have resulted in findings of discrimination. Most of the complaints, in fact, never result in a complete investigation by OCR, let alone a finding. That isn't necessarily a sign of weak complaints or of poor enforcement by OCR. A review of more information provided by the Education Department, however, may illustrate why students are turning to campus protests and not to Washington with their grievances.
Read the story here.
Related content:
Wednesday, October 19, 2011
New Data from the U.S. Department of Education 2009-10 Civil Rights Data Collection Show Continuing Disparities in Educational Opportunities
U.S. Department of Education
Office for Civil Rights
June 30, 2011
Contact:
Public Affairs, (202) 401-1576, press@ed.gov
New Data from the U.S. Department of Education 2009-10 Civil Rights Data Collection Show Continuing Disparities in Educational Opportunities and Resources
Today, the U.S. Department of Education released data that cast much-needed light on disparities in educational resources and opportunities for students across the country. These data provide policymakers, educators and parents with critical information that will aid them in identifying inequities and targeting solutions to close the persistent educational achievement gap in America.
Known as the Civil Rights Data Collection (CRDC), the data released today is the first installment of a two-part biennial survey. The survey covers approximately 7,000 school districts and more than 72,000 schools, and has also been significantly enhanced and made more accessible through improved data collection, additional data indicators, and publicly-accessible online tools for data analysis. Part 2 of the CRDC is expected to be released this fall.
"To meet President Obama's goal to lead the world in college graduates by 2020, we need efficient, practical and accessible information like this to help guide our path," said U.S. Secretary of Education Arne Duncan. "These data show that far too many students are still not getting access to the kinds of classes, resources and opportunities they need to be successful."
The data released in Part 1 today includes information on: access to the rigorous sequence of college and career-ready math and science courses, the number of first and second-year teachers in schools, the number of high school counselors in schools, availability of pre-K and kindergarten programs, districts operating under desegregation orders or plans, and whether districts have written policies prohibiting harassment and bullying on the basis of race, color, national origin, sex, or disability.
Within the 7,000 sampled school districts:
3,000 schools serving nearly 500,000 high school students offer no algebra 2 classes, and more than 2 million students in about 7,300 schools had no access to calculus classes.
Schools serving mostly African-American students are twice as likely to have teachers with one or two years of experience than are schools within the same district that serve mostly White students.
Only 2 percent of the students with disabilities are taking at least one Advanced Placement class.
Students with limited English proficiency make up 6 percent of the high school population (in grades 9-12), but are 15 percent of the students for whom algebra is the highest-level math course taken by the final year of their high school career.
Only 22 percent of local education agencies (LEAs) reported that they operated pre-k programs targeting children from low-income families.
Girls are underrepresented in physics, while boys are underrepresented in algebra II.
Full News Release: http://www.ed.gov/news/press-releases/new-data-us-department-education-2009-10-civil-rights-data-collection-show-conti
Office for Civil Rights
June 30, 2011
Contact:
Public Affairs, (202) 401-1576, press@ed.gov
New Data from the U.S. Department of Education 2009-10 Civil Rights Data Collection Show Continuing Disparities in Educational Opportunities and Resources
Today, the U.S. Department of Education released data that cast much-needed light on disparities in educational resources and opportunities for students across the country. These data provide policymakers, educators and parents with critical information that will aid them in identifying inequities and targeting solutions to close the persistent educational achievement gap in America.
Known as the Civil Rights Data Collection (CRDC), the data released today is the first installment of a two-part biennial survey. The survey covers approximately 7,000 school districts and more than 72,000 schools, and has also been significantly enhanced and made more accessible through improved data collection, additional data indicators, and publicly-accessible online tools for data analysis. Part 2 of the CRDC is expected to be released this fall.
"To meet President Obama's goal to lead the world in college graduates by 2020, we need efficient, practical and accessible information like this to help guide our path," said U.S. Secretary of Education Arne Duncan. "These data show that far too many students are still not getting access to the kinds of classes, resources and opportunities they need to be successful."
The data released in Part 1 today includes information on: access to the rigorous sequence of college and career-ready math and science courses, the number of first and second-year teachers in schools, the number of high school counselors in schools, availability of pre-K and kindergarten programs, districts operating under desegregation orders or plans, and whether districts have written policies prohibiting harassment and bullying on the basis of race, color, national origin, sex, or disability.
Within the 7,000 sampled school districts:
3,000 schools serving nearly 500,000 high school students offer no algebra 2 classes, and more than 2 million students in about 7,300 schools had no access to calculus classes.
Schools serving mostly African-American students are twice as likely to have teachers with one or two years of experience than are schools within the same district that serve mostly White students.
Only 2 percent of the students with disabilities are taking at least one Advanced Placement class.
Students with limited English proficiency make up 6 percent of the high school population (in grades 9-12), but are 15 percent of the students for whom algebra is the highest-level math course taken by the final year of their high school career.
Only 22 percent of local education agencies (LEAs) reported that they operated pre-k programs targeting children from low-income families.
Girls are underrepresented in physics, while boys are underrepresented in algebra II.
Full News Release: http://www.ed.gov/news/press-releases/new-data-us-department-education-2009-10-civil-rights-data-collection-show-conti
Tuesday, July 12, 2011
Racial Breakdown of Full-Time Women Faculty in the U.S.
Women in Academia Report
Posted on Jul 07, 2011
Data from the U.S. Department of Education shows that in 2009 there were 313,156 women holding full-time faculty positions at degree granting institutions in the United States. Women made up about 43 percent of all full-time faculty.
If we break down women faculty by race we find that whites are 75.5 percent of all women faculty. African Americans make up 6.9 percent of women full-time faculty members. For men, whites are 75.6 percent of all full-time faculty and African Americans are 4.3 percent of the total for men.
Faculty of Asian descent made up 7.2 percent of all women holding full-time jobs. For men, Asians held 9 percent of all positions.
Full Story: http://www.wiareport.com/2011/07/racial-breakdown-of-full-time-women-faculty-in-the-u-s/
Posted on Jul 07, 2011
Data from the U.S. Department of Education shows that in 2009 there were 313,156 women holding full-time faculty positions at degree granting institutions in the United States. Women made up about 43 percent of all full-time faculty.
If we break down women faculty by race we find that whites are 75.5 percent of all women faculty. African Americans make up 6.9 percent of women full-time faculty members. For men, whites are 75.6 percent of all full-time faculty and African Americans are 4.3 percent of the total for men.
Faculty of Asian descent made up 7.2 percent of all women holding full-time jobs. For men, Asians held 9 percent of all positions.
Full Story: http://www.wiareport.com/2011/07/racial-breakdown-of-full-time-women-faculty-in-the-u-s/
Sunday, February 27, 2011
Colleges’ actions in sexual assault cases scrutinized
The Boston Globe
New England Center For Investigative Reporting / February 27, 2011
Department of Education touts stricter sanctions
It was supposed to be a fun college version of Friday night at the movies. A group of students at the Massachusetts College of Art and Design in Boston gathered in a classroom building, spending the autumn evening in 2009.
But in the middle of the night, a 28-year-old sophomore said she woke to find a male student, whom she did not know apart from seeing him in class, fondling her, according to a police report. He was found responsible following a campus disciplinary procedure.
MassArt sanctioned him by placing him on probation until graduation, and ordering him to stay away from the victim and participate in an educational workshop and counseling, according to US Department of Education records obtained by the New England Center for Investigative Reporting. The victim complained to the department’s Office for Civil Rights about the inadequacy of the sanctions, but the agency determined the school did nothing wrong, the records show.drinking rum and Cokes and watching films.
Full Story: http://www.boston.com/news/local/massachusetts/articles/2011/02/27/colleges_actions_in_sexual_assault_cases_scrutinized/
New England Center For Investigative Reporting / February 27, 2011
Department of Education touts stricter sanctions
It was supposed to be a fun college version of Friday night at the movies. A group of students at the Massachusetts College of Art and Design in Boston gathered in a classroom building, spending the autumn evening in 2009.
But in the middle of the night, a 28-year-old sophomore said she woke to find a male student, whom she did not know apart from seeing him in class, fondling her, according to a police report. He was found responsible following a campus disciplinary procedure.
MassArt sanctioned him by placing him on probation until graduation, and ordering him to stay away from the victim and participate in an educational workshop and counseling, according to US Department of Education records obtained by the New England Center for Investigative Reporting. The victim complained to the department’s Office for Civil Rights about the inadequacy of the sanctions, but the agency determined the school did nothing wrong, the records show.drinking rum and Cokes and watching films.
Full Story: http://www.boston.com/news/local/massachusetts/articles/2011/02/27/colleges_actions_in_sexual_assault_cases_scrutinized/
Monday, March 22, 2010
Office for Civil Rights Revamps Civil Rights Data Collection, Unveils New Web Site for Survey Data
U.S. Department of Education, Office for Civil Rights
FOR RELEASE:March 16, 2010
Contact: Jim Bradshaw
press@ed.gov(202) 401-1576
The U.S. Department of Education's Office for Civil Rights (OCR) announced today that it will begin collecting new data to measure whether all students have equal educational opportunity and to inform its enforcement of federal civil rights laws. The data will be collected through the Civil Rights Data Collection (CRDC), which surveys school districts in a variety of areas related to civil rights in education.
"Getting relevant, accurate and accessible data is a prerequisite to critical analysis and good decision-making," said U.S. Secretary of Education Arne Duncan. "Our hope and expectation is that by ensuring that the data collected by the CRDC covers the critical issues in civil rights in education, the department and all stakeholders will have the information they need to ensure that school districts and schools are living up to the promise of providing equal educational opportunity."
After conducting a comprehensive review of the past survey and considering comments from numerous stakeholders, OCR added new data items to be used in the 2009-10 CRDC. The new data items cover critical topics such as students' participation in algebra and other college-preparatory subjects, retention, teacher experience/absenteeism, school funding, harassment, restraint/seclusion, and additional information related to discipline.
Most of the data collected by the CRDC will be disaggregated by race/ethnicity, sex, disability, and limited English proficient status. Along with these changes, OCR streamlined the survey by removing several other data items.
In 2010, the CRDC sample will expand from 6,000 to 7,000 school districts. Every school in a district that is part of the sample is surveyed. The sample now includes all districts with enrollments of more than 3,000 students. The survey, which will be conducted in two parts (March and October 2010), will collect data for the 2009-10 school year.
OCR also has launched a new Web site, http://ocrdata.ed.gov, to make the CRDC data more accessible and usable to its wide variety of users. The Web site contains CRDC data from 2000-2006, and OCR will post the 2009-10 data when it becomes available. The Web site enhancement was undertaken as part of the department's on-going commitment to transparency and accessibility.
For further information about OCR, please visit, www.ed.gov/ocr. For further information on the 2009-10 CRDC, visit http://www.ed.gov/about/offices/list/ocr/whatsnew.html.
###
FOR RELEASE:March 16, 2010
Contact: Jim Bradshaw
press@ed.gov(202) 401-1576
The U.S. Department of Education's Office for Civil Rights (OCR) announced today that it will begin collecting new data to measure whether all students have equal educational opportunity and to inform its enforcement of federal civil rights laws. The data will be collected through the Civil Rights Data Collection (CRDC), which surveys school districts in a variety of areas related to civil rights in education.
"Getting relevant, accurate and accessible data is a prerequisite to critical analysis and good decision-making," said U.S. Secretary of Education Arne Duncan. "Our hope and expectation is that by ensuring that the data collected by the CRDC covers the critical issues in civil rights in education, the department and all stakeholders will have the information they need to ensure that school districts and schools are living up to the promise of providing equal educational opportunity."
After conducting a comprehensive review of the past survey and considering comments from numerous stakeholders, OCR added new data items to be used in the 2009-10 CRDC. The new data items cover critical topics such as students' participation in algebra and other college-preparatory subjects, retention, teacher experience/absenteeism, school funding, harassment, restraint/seclusion, and additional information related to discipline.
Most of the data collected by the CRDC will be disaggregated by race/ethnicity, sex, disability, and limited English proficient status. Along with these changes, OCR streamlined the survey by removing several other data items.
In 2010, the CRDC sample will expand from 6,000 to 7,000 school districts. Every school in a district that is part of the sample is surveyed. The sample now includes all districts with enrollments of more than 3,000 students. The survey, which will be conducted in two parts (March and October 2010), will collect data for the 2009-10 school year.
OCR also has launched a new Web site, http://ocrdata.ed.gov, to make the CRDC data more accessible and usable to its wide variety of users. The Web site contains CRDC data from 2000-2006, and OCR will post the 2009-10 data when it becomes available. The Web site enhancement was undertaken as part of the department's on-going commitment to transparency and accessibility.
For further information about OCR, please visit, www.ed.gov/ocr. For further information on the 2009-10 CRDC, visit http://www.ed.gov/about/offices/list/ocr/whatsnew.html.
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Wednesday, March 10, 2010
Education Department Promises Push on Civil-Rights Enforcement
The Chronicle of Higher Education
By Paul Basken
Washington
March 8, 2010
The Obama administration promised on Monday expanded enforcement of civil rights in education, saying that gender and racial discrimination still hinders far too many students from grade school through college.
In an initiative tied to the 45th anniversary of the civil-rights marches in Selma, Ala., Education Secretary Arne Duncan visited that city and announced plans to open "compliance review" investigations at more than 30 school districts nationwide and six colleges.
The department will also take a more aggressive approach in seeking out civil-rights enforcement matters and warning institutions about problem areas, Mr. Duncan said. The department's Office for Civil Rights "has not been as vigilant as it should have been" over the past decade in confronting discrimination involving race, gender, and physical disability, he said.
The actual effect of the administration's promised initiative was not fully clear, as its promised number of compliance-review investigations was similar to the numbers in the final years of the Bush administration, and department officials gave limited details of how their approach would differ.
Mr. Duncan said he would not identify the school districts or colleges facing the intensive investigations before they are notified. The assistant secretary for civil rights, Russlynn H. Ali, said only that the investigations on the college level would involve topics that include athletics, sexual violence, and people with disabilities.
Full Story: http://chronicle.com/article/Education-Department-Promises/64567/?sid=at&utm_source=at&utm_medium=en
By Paul Basken
Washington
March 8, 2010
The Obama administration promised on Monday expanded enforcement of civil rights in education, saying that gender and racial discrimination still hinders far too many students from grade school through college.
In an initiative tied to the 45th anniversary of the civil-rights marches in Selma, Ala., Education Secretary Arne Duncan visited that city and announced plans to open "compliance review" investigations at more than 30 school districts nationwide and six colleges.
The department will also take a more aggressive approach in seeking out civil-rights enforcement matters and warning institutions about problem areas, Mr. Duncan said. The department's Office for Civil Rights "has not been as vigilant as it should have been" over the past decade in confronting discrimination involving race, gender, and physical disability, he said.
The actual effect of the administration's promised initiative was not fully clear, as its promised number of compliance-review investigations was similar to the numbers in the final years of the Bush administration, and department officials gave limited details of how their approach would differ.
Mr. Duncan said he would not identify the school districts or colleges facing the intensive investigations before they are notified. The assistant secretary for civil rights, Russlynn H. Ali, said only that the investigations on the college level would involve topics that include athletics, sexual violence, and people with disabilities.
Full Story: http://chronicle.com/article/Education-Department-Promises/64567/?sid=at&utm_source=at&utm_medium=en
Thursday, February 5, 2009
Education Secretary Announces Assistant Secretary for Civil Rights
U.S. Department of Education
FOR RELEASE:
WASHINGTON-Education Secretary Arne Duncan today praised President Barack Obama's intent to nominate Russlynn Ali as the assistant secretary for civil rights at the Department of Education.
Duncan said, "Russlynn brings passion for, expertise in and dedication to equality and fairness in education, and her tireless work and commitment have changed the lives of low-income students from across the nation. I very much look forward to working with her."
Russlynn Ali is vice president of the Education Trust and founding director of the Education Trust-West, the West Coast partner of EdTrust. The Education Trust organizations work to promote high academic achievement for all students at all levels, with an emphasis on serving Latino, African American, Native American and low-income students. Ali has held senior positions at several other education-related organizations, including liaison to the president of the Children's Defense Fund in Washington, D.C.; chief of staff to the president of the Los Angeles Unified School District Board of Education; and deputy co-director of Advancement Project. Ali attended Spelman College and graduated from American University with a bachelor's degree in law and society. She also holds a law degree from Northwestern University School of Law. Ali practiced corporate and civil rights law and served as an adjunct faculty member at the University of Southern California School of Law prior to her career in the non-profit sector.
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Duncan said, "Russlynn brings passion for, expertise in and dedication to equality and fairness in education, and her tireless work and commitment have changed the lives of low-income students from across the nation. I very much look forward to working with her."
Russlynn Ali is vice president of the Education Trust and founding director of the Education Trust-West, the West Coast partner of EdTrust. The Education Trust organizations work to promote high academic achievement for all students at all levels, with an emphasis on serving Latino, African American, Native American and low-income students. Ali has held senior positions at several other education-related organizations, including liaison to the president of the Children's Defense Fund in Washington, D.C.; chief of staff to the president of the Los Angeles Unified School District Board of Education; and deputy co-director of Advancement Project. Ali attended Spelman College and graduated from American University with a bachelor's degree in law and society. She also holds a law degree from Northwestern University School of Law. Ali practiced corporate and civil rights law and served as an adjunct faculty member at the University of Southern California School of Law prior to her career in the non-profit sector.
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