Many teachers struggle giving science instruction its due. In fact, the 2018 National Study of Science and Mathematics Education reported that many elementary school teachers do not even provide science instruction every week.
By using the Opportunity Zones designation, Secretary DeVos is focusing investment in projects that serve children in some of the neediest areas of the country. Establishing competitive priorities is a practice every Administration has used to encourage certain activities, assist specific groups, or focus government support in targeted areas.
The latest university cyberattack has reignited the discussion of internet and data safety in higher education. Monroe College is the latest target, with many of its technology systems disabled and the hackers demanding around $2 million in Bitcoin to restore access. Schools must be aware of the prevalence of ransomware and should consider steps to mitigate their risk of attack.
The kind of attacks more commonly reserved for banks and other institutions holding sensitive data are increasingly targeting school systems around the country. The widespread adoption of education technology, which generates data that officials say can make schools more of a target for hackers, also worsens an attack's effects when instructional tools are rendered useless by internet outages.
U.S. Secretary of Education Betsy DeVos wants to put a priority on competitive grants that square with the Trump administration's initiative to improve economic opportunities in distressed areas. In the Federal Register, which is where the U.S. government publishes agency rules and public notices, DeVos' proposed priority is to "align the Department of Education's ... discretionary grant investments with the Administration's Opportunity Zones initiative, which aims to spur economic development and job creation in distressed communities."
For as long as anyone can remember, American high schools have mostly failed to provide their students with genuinely marketable skills. But of course, it doesn’t have to be that way. And in recent years, a growing number of “career and technical education” (CTE) programs have sought to bridge the gap between what students learn and what local labor markets demand, typically through a combination of specialized courses and hands-on apprenticeships.
Historically, employers made the baccalaureate, and in some cases advanced degrees, the gateway to an interview. If you did not hold the sheepskin, you would not get in the door. But times have changed. Rapidly advancing technologies such as artificial intelligence, big data analytics, robotics and the advent of quantum computing have created an environment in which much of what is learned in college becomes outdated in a few short years.
One of Christa McAuliffe most quoted lines was, "I touch the future. I teach." McAuliffe, the first teacher chosen to go into space, had planned to distribute science and engineering lessons and share demonstrations with students around the world. She, along with the other crew members of flight STS-51, died when their Challenger shuttle exploded 73 seconds into flight. Now, this long-mourned high school social studies teacher's "lost lessons" have recently been updated and made available to teachers.
Unlike Forbes’ top colleges ranking, which only measures U.S. schools, Times Higher Education casts its net around the globe. The list emphasizes scholarship, research funding and reputation and does not consider things like entry requirements, graduation rates, professor ratings or alumni salaries.
Indeed, more jobs require expertise in math, science, coding and data analysis. But the Northeastern University and Gallup report suggests this shift toward STEM -- science, technology, engineering and math -- programs and hard skill training may be short-sighted. While basic training in these areas may be required for entry-level positions, these are also the skills that workers are most likely to further develop on the job as technological advances require.