Posts Tagged ‘funding’
On November 14, the Learning Policy Institute (LPI) held a briefing to share research-based findings and recommendations on investing in community schools as a means to school improvement. The briefing was based on a study LPI recently conducted with the National Education Policy Center and highlighted community schools – that is, schools that partner with local agencies to provide integrated academic, health, and social services to the community – as a school improvement approach that meets the Every Student Succeeds Act (ESSA) requirement for “evidence-based” interventions.
At the briefing, panelists included representatives from community schools and other supporters. Community School Director Shanelle England described her work at Baltimore’s Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community agencies. The panelists all advocated for continued funding for the integrated models.
In 2014, the University of North Carolina at Greensboro (UNCG) received a federal Teacher Quality Partnership grant for a proposal called Transforming Teaching through Technology (TTtT), winning Year 1 funding of nearly $1.7 million, renewable for up to 5 years. Now, as the partners move into their fourth year of grant-funded collaboration, I asked Principal Investigator and Project Director Christina O’Connor for an update on their work and what it takes to secure continued funding from the U.S. Department of Education year after year.
The partnership among UNCG, Guilford County Schools, and Winston-Salem/Forsyth County Schools aims to prepare 300 teacher candidates per year with the knowledge, skills, and dispositions to incorporate technology to promote academic learning for all students. The idea is to produce teachers who can embed technology and hands-on, problem-based instruction across all content areas. By approaching this work through partnerships, O’Connor noted, the strategies and lessons benefit not only preservice teachers but also the school-based educators and UNCG faculty.
As Congress returned from August recess, its agenda included a laundry list of items, and it is shaping up to be a very busy fall on Capitol Hill. Budget and appropriations, hurricane relief, the Deferred Action for Childhood Arrivals program, Higher Education Act reauthorization, and tax reform are just some of the issues that will fill the congressional calendar. For many of these topics, the voice of the education profession will be an important perspective for your members of Congress to hear.
Follow these three steps to ensure your constituent voice is heard:
As part of continued efforts to provide relief for hurricane-affected regions, the U.S. Department of Education this week issued guidance to outline flexibility in reporting deadlines, grant-funded activities, continuity planning for disrupted programs, and fiscal management efforts. This guidance applies to state and local education agencies, Bureau of Indian Education-funded schools, postsecondary institutions, and other Department grantees.
Institutions affected by the recent hurricanes are highly encouraged to review the guidance, particularly if your program receives funding from a federal grant, receives federal student financial aid, or if you have other general questions regarding postsecondary education relief.
House and Senate Move on Education Funding Bills
Congress returned from August recess and hit the ground running on its work funding the federal government as the September 30 deadline looms.
U.S. House of Representatives Action
You might recall that the House passed four appropriations bills as a single package at the end of July. The House determined it would move the eight remaining appropriations bills to the floor as a single package – including the Labor, Health and Human Services, Education, and Related Agencies (Labor-H) bill – immediately after August recess. A call for amendments went out in early August.
This report highlights the use of an AACTE State Chapter Support Grant by the North Dakota Association of Colleges for Teacher Education. July 28 is the deadline to apply for this year’s grants. The views expressed in this post do not necessarily reflect the views of AACTE.
With assistance from an AACTE State Chapter Support Grant, the North Dakota Association of Colleges for Teacher Education (NDACTE) recently completed collaborative work on a statewide student teacher observation tool (STOT). This tool is the fourth common assessment developed in a major effort to improve the quality of teacher preparation through implementation of a statewide preservice and first-year teacher performance assessment system across public, private, and tribal programs.
The U.S. Department of Education’s Institute for Education Sciences (IES) has released a series of on-demand webinars to assist prospective grantees in completing applications for the Fiscal Year 2018 grant cycle.
Some webinars provide viewers with general guidance on the grant application process, while others are more specific to particular grant programs. After viewing a webinar, potential applicants can e-mail IES with any questions they might have that weren’t addressed during the webinar.
In addition to the general-topic webinars, the IES archive currently contains information on five grant opportunities; another five are said to be coming soon. Each webinar’s archive includes a video recording, PowerPoint slides, and a transcript.
Last week, the Committee for Education Funding (CEF) released its annual “Budget Book” analysis of the president’s federal spending proposal and its impact on education programs. This year’s report presents detailed narrative, charts, and tables illustrating concerns about President Donald J. Trump’s proposed cuts to education funding for Fiscal Year (FY) 2018. CEF highlighted the findings at a Capitol Hill briefing featuring practitioners from several states and various education sectors.
At the briefing, panelists from Missouri, West Virginia, Kentucky, Tennessee, and New Jersey all urged for education spending to be increased. Several speakers noted that even “level-funding” a program amounts to a cut when factors such as cost-of-living and other inflation-related expenses are considered, and they advocated for funding increases to permit at least the continuation of current programming.
CEF Deputy Executive Director Sarah Abernathy pointed out that education-related expenses account for only 2% of all federal spending – far short of the 5% called for in CEF’s “Five Cents Makes Sense” campaign. She highlighted components of the report, which called the president’s education cuts “devastating” and noted that the budget is more than $6 billion below FY 2010 education spending levels, proposing cuts that are far deeper than in any of the previous five administrations.
On May 23, President Trump issued his detailed Fiscal Year 2018 (FY18) budget request, fleshing out the “skinny budget” blueprint released in March. The plan cuts education programs considerably overall while carving out space and funds for new programs focusing on choice opportunities. (See the related statement issued by AACTE President/CEO Sharon P. Robinson.)
The education budget released by the White House this week would have devastating consequences for public schools and millions of students nationwide. Standing up for these students by advocating for federal funding must be a critical focus for participants in AACTE’s Washington Week in June.
The president wants to cut $9.2 billion of funding for federal education initiatives such as college work-study programs and public-service loan forgiveness. Overall, his budget would cut, gut, or eliminate nearly two dozen programs, including after-school initiatives that help upwards of 1.6 million students, most of whom attend low-resource schools. In addition, this budget does not provide funding for mental-health services, anti-bullying efforts, physical education, or Advanced Placement courses—not to mention Teacher Quality Partnership grants or other key teacher-quality programs.