Biden-Harris Administration Awards Nearly $50 Million to Hispanic-Serving Institutions 

By U.S. Department of Education

The U.S. Department of Education awarded nearly $50 million to Hispanic-Serving Institutions (HSIs) to support Hispanic and Latino students, and the colleges and universities preparing them for the future. 

“Our nation’s Hispanic-Serving Institutions open up new doors to opportunity and success for Hispanic and Latino students every day,” said U.S. Secretary of Education Miguel Cardona. “The grants we’re announcing today double down on the Biden-Harris Administration’s historic investments in Hispanic-Serving Institutions and reflect our determination to raise the bar for educational opportunity and equity in America.” 

Turning Doubt into Opportunity: Hispanic Heritage Month Reflection

By Esmeralda Cartagena Collazo

From an early age growing up in Puerto Rico, I developed a deep passion for languages. I was exposed to both Spanish and English, and I dreamed of becoming fluent in English, believing it would open doors for me. I thought that moving to the United States would make that dream come true, but my experience as a new student was far from what I had imagined. I didn’t have the support I needed, and instead of learning the language, I found myself isolated and struggling. However, those early challenges didn’t deter me from my goal. They fueled my determination to master the language that had once felt out of reach.

Like many newcomers, my journey was marked by perseverance. I continued to learn English despite the obstacles, and eventually, I pursued higher education, earning both my bachelor’s and master’s degrees in English as a Second Language (ESL). Today, I’m close to completing my Ph.D. Becoming an educator, especially in a language that wasn’t my first, was a way for me to turn my struggles into opportunities — not just for myself but for the many students and teachers I now support.

U.S. Department of Education Awards More Than $251 Million to Improve Employment Opportunities for Individuals with Disabilities 

By U.S. Department of Education

The U.S. Department of Education (Department) awarded $251 million to 27 grantees across the country who are working to ensure individuals with disabilities have access to in-demand, good-paying jobs of the 21st century. These five-year grants, under the Disability Innovation Fund (DIF) program, will continue to promote competitive, integrated employment (CIE) so that youth and adults with disabilities are paid real wages for real jobs while creating pathways to some of today’s most in-demand fields.  

“Today, more than 60 million adults live with a disability – each with unique talents and strengths. In our 21st century economy, we must provide more opportunities for these individuals to achieve their goals for competitive integrated employment, independence, and economic self-sufficiency,” said U.S. Secretary of Education Miguel Cardona. “Through the Disability Innovation Fund and today’s announcement, we’ll make progress to overcome historic barriers to employment, while ensuring the varied needs, preferences, and goals of individuals with disabilities remain at the center of our vision for a strong, inclusive workforce.”  

In Oregon: State Makes Strides in Diversifying Educator Workforce 

By Oregon Department of Education

The Educator Advancement Council, on behalf of and in partnership with the Oregon Department of Education (ODE), Oregon Teachers Standards and Practices Commission (TSPC), and the Higher Education Coordinating Commission (HECC) announces the release of the 2024 Educator Equity Report. The 2024 Educator Equity Report is the ninth report published by state education agencies since 2015 on educator workforce diversification efforts in Oregon.

The 2024 Educator Equity Report highlights several key findings that underscore the ongoing bright spots and challenges in achieving a more diverse educator workforce in Oregon. It is important to note that no state has a teacher workforce that proportionally mirrors the racial and ethnic diversity of its students. Despite slow progress, states, including Oregon, are actively improving and seeking strategies to recruit and retain teachers of color.

Biden-Harris Administration Awards $80 Million+ to Improve College Readiness, Access, and Success for Low-Income Students

By U.S. Department of Education

The U.S. Department of Education (Department) announced today more than $80 million in grant awards to 26 grantees to improve access to postsecondary education for students from low-income backgrounds. The grants are being provided under the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) program, which aims to significantly increase the number of students from low-income backgrounds who are prepared to attend and succeed in postsecondary education.

AACTE Board Member Shares Insights on Black Male Educator Shortage

By AACTE

The United States is grappling with a severe teacher shortage, with a notable deficit of Black male educators. This shortfall is raising concerns about its impact on learning outcomes and the academic potential of PK-12 students across the nation.

AACTE board member and dean of the College of Education at Bowie State University, Rhonda Jeter, Ph.D., shared her insights on the Bowie Black Male Educators Project — a proactive initiative to counter the shortage of Black male educators in the U.S. The initiative is supported by the critical funding of the U.S. Department of Education’s Augustus F. Hawkins Centers of Excellence (Hawkins) Program.

According to Jeter, studies have indicated that having a Black teacher significantly increases the likelihood of Black students graduating high school and enrolling in college.

Read the full post on Diverse: Issues In Higher Education‘s website below.

Department of Education Awards $40 Million+ to Improve College Completion Rates for Underserved Students 

By U.S. Department of Education

The U.S. Department of Education (Department) announced more than $40 million in grant awards to seven grantees to improve completion rates for underserved students. The grants are being provided under the Postsecondary Student Success Grant (PSSG) program, which aims to equitably improve postsecondary student outcomes, including retention, transfer, credit accumulation, and completion, by leveraging data and implementing, scaling, and rigorously evaluating evidence-based approaches.  

“Across the country, colleges and universities are rejecting the old idea that weeding out students was a sign of quality, and instead they are taking responsibility for all of their students’ success,” said U.S. Under Secretary of Education James Kvaal. “These awards will not only help find new ways to help students graduate; they will help change expectations.”  

Sean Hembrick of Penn State Named August 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Sean Hembrick, M.Ed., as the August 2024 Holmes Scholar of the Month. A fourth-year doctoral student in higher education at The Pennsylvania State University (Penn State), Hembrick exemplifies the dedication, scholarship, and leadership that the Holmes Scholars program seeks to foster.

From Harlem to Higher Ed: Sean Hembrick’s Journey to Empower Black Scholars

Hailing from East Harlem, New York City, Sean’s academic journey is a testament to his commitment to education and social justice. Hembrick holds a Bachelor of Arts in English and sociology from Binghamton University, a Master of Fine Arts degree in creative writing from Queens College (CUNY), and a Master of Education in student affairs in higher education from Texas State University. Hembrick brings a rich interdisciplinary perspective to his doctoral studies.

Broadband in Jeopardy: The Looming Crisis for Schools, Hospitals, and Libraries 

By Eric Tucker

This article was originally published on LinkedIn and was reprinted with permission. 

On July 24, 2024, the U.S. Circuit Court of Appeals for the Fifth Circuit ruled that the Federal Communications Commission’s (FCC) Universal Service Fund (USF) contribution mechanism is unconstitutional. This decision questions the foundation of a $9 billion a year program that provides essential telecommunication services for schools, libraries, and rural healthcare facilities, putting our nation’s most vulnerable communities at risk.  

Background on the Situation  

The USF was created to ensure all Americans have access to essential telecommunications services, regardless of their location. Funded by telecommunications providers, the USF supports:  

• E-rate: Internet for schools and libraries. 

• Lifeline: Internet for low-income families. 

• Rural Health Care: Broadband for rural healthcare facilities. 

• Connect America Fund: Broadband for rural areas. 

In Oregon, Summer Is Another Season for Learning 

By Marc Siegel

Oregon Department of Education Director Charlene Williams, Ed.D., visited Imlay Elementary School in Hillsboro for a tour that showcased the school’s bilingual enrichment Summer Learning programs. She was joined by State Sen. Janeen Sollman, State Rep. Susan McLain, and Hillsboro Mayor Steve Callaway. 

Williams sits with incoming fifth grade students as they use math skills learned this summer to build sturdy bridges.

“In Oregon, summer is another season for learning,” Williams said. “So exciting to tour today’s programs and see young scholars advancing their learning with innovative, hands-on STEM activities and core literacy instruction.” 

“We are so grateful to be able to provide robust summer programming to more than 2,800 students this summer, thanks in large part to funding support from the State of Oregon,” said Hillsboro School District Assistant Superintendent for School Performance Brooke Nova. “These summer programs give our students who are most in need of support the opportunity to strengthen their skills and position themselves for enhanced success in the coming school year.” 

Nominate Your Institution: AACTE Awards Honoring DEI Initiatives 

By AACTE

AACTE invites members to nominate their institutions for two prestigious awards honoring the critical role of diversity, equity, and inclusion (DEI) in educator preparation.    

2025 Multicultural Education and Diversity: Best Practice Award 

This award celebrates schools, colleges, or education departments that prioritize diversity in educator preparation and development by integrating culture, language, demographics, ethnicity, race, gender, sexual orientation, religion, socioeconomic status, and exceptionalities. Learn more and submit your entry. 

2025 Increasing Educator Diversity: Promising Practice Award 

This award honors outstanding practices that promote international perspectives in educator preparation and recognizes innovators who bring global perspectives to education policy and programs. Celebrate your institution’s excellence in integrating intercultural and global education to you programs. Learn more and submit your entry. 

Kennesaw State Professor Awarded $3.5 million Spencer Foundation Grant

By Raynard Churchwell

This story originally appeared on Kennesaw State University’s website and is reprinted with permission.

In conjunction with an ongoing effort to address the dearth of Asian American studies in K-12 school curriculums, Kennesaw State University professor Sohyun An, Ph.D., is among a group of researchers recently awarded a prestigious $3.5 million Transformative Research Grant from the Spencer Foundation. The first of its kind awarded by the foundation, the grant supports a robust collaborative research effort focused on supporting the integration of Asian American studies in the classroom.

Through the grant, An will serve as a co-principal investigator on a multidisciplinary team that includes principal investigator Noreen Naseem Rodríguez of Michigan State University; and co-principal investigators Esther Kim of College of William and Mary; Soo-yong Byun of the Pennsylvania State University; Michael Brown of the University of Michigan; and Jennifer Higgs of the University of California, Davis. Together, they will conduct an extensive study across five states to explore how communities advocate for and implement policies mandating the teaching of Asian American studies in K-12 classrooms, and how these initiatives impact student learning.

In Hawaii: 44 Public Pre-K Classrooms Set to Open Statewide

By Hawai'i State Department of Education

Forty-four free, public preschool classrooms are slated to open across the state, with at least one classroom on each island. This marks a historic number of new public pre-K classrooms opening in a single year. The announcement was made Friday at Kūhiō Elementary School by Lt. Gov. Sylvia Luke, who is leading the state’s Ready Keiki initiative, along with the Executive Office on Early Learning (EOEL) and Ready Keiki partners.

This tranche of openings follows 11 classrooms that opened last year, all of which were completed under budget and ahead of schedule. The 44 new classrooms will add 820 seats to the inventory of public pre-K seats across the state, bringing the total to 1,767.

Ayana Bass of Boston University Named July 2024 Holmes Scholar of the Month

By Charles A. Barnes II, JD

The AACTE Holmes Scholars Program is proud to feature Ayana Bass as the July 2024 Holmes Scholar of the Month. Bass is a dedicated and influential figure in special education, focusing on adult learners and teacher diversity.

As a doctoral student at Boston University’s Wheelock College of Education & Human Development, her academic and professional journey highlights her commitment to improving education through research, policy, and practice.

Administration Releases Proposed Regulations to Increase College Access, Strengthen Oversight of Distance Education

By U.S. Department of Education

The U.S. Department of Education (Department) released proposed regulations that would increase college access for high school students, provide better public data on student outcomes, including increased oversight over distance education programs, and ensure the student aid programs work in the best interests of students. The regulations propose changes to three distinct areas, including the federal TRIO programs, Distance Education, and Return to Title IV (R2T4). The proposed regulations build on the Biden-Harris Administration’s efforts to increase college access and affordability and improve the quality and value of postsecondary education.

“Under President Biden’s leadership, we continue our relentless push to make higher education more affordable and accessible to all Americans. The regulations proposed today, if enacted, would help expand both access and affordability to our most disadvantaged students: those from low-income backgrounds, students without immigration status, and students with disabilities,” said U.S. Secretary of Education Miguel Cardona. “By broadening eligibility for federal programs and placing guardrails that help protect against situations that leave students with debt but no degree, we can open more doors to the life-changing potential of higher education.”