[NIFL-WORKPLACE] Fwd: OVAE Review, December 2004Donna Brian djgbrian at utk.eduTue Dec 21 19:38:26 EST 2004
>Date: Fri, 17 Dec 2004 10:33:10 -0500 >From: "Desrochers, Angela" <Angela.Desrochers at ed.gov> >Subject: FW: OVAE Review, December 2004 > > >THE REVIEW > >(Vocational and Technical Education; High Schools; Adult Education and >Literacy; and Community Colleges) >December 16, 2004 >Susan K. Sclafani, Ph.D., Assistant Secretary >Office of Vocational and Adult Education (OVAE) >U.S. Department of Education > >Angela Desrochers-Editor > >The Review is a monthly update from the Office of the Assistant Secretary >at the Office of Vocational and Adult Education, U.S. Department of Education. > >The full text of the OVAE Review can be viewed at ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > > > >Greetings from the Assistant Secretary ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > > >The end of 2004 is a good time to express appreciation for the progress we >have made and make our resolutions for a better 2005. Career and >technical education reaches most high schools in America and provides >opportunities for students to discover career options they wish to >pursue. In the best programs, students develop knowledge and skills in a >career area that are reinforced in their rigorous academic courses as >well. They leave high school ready to pursue a career or further >education without the need for remediation. They may have community, >technical, or four-year college credits that certified their skills or >gave them the head start on their career preparation. These students are >lucky. However, there are many students who leave high school without the >academic or career skills required for success. Over 30 percent of >them-even more in urban areas-leave school before graduation, prepared at >best to get a minimum wage job, but not a career. Others graduate from >high school, but fail to meet the entrance requirements in their career >area or in higher education. For all of these students, other programs >must provide the remediation required to prepare them for career success. >(click on link for full story) > > >The Movers and Shakers > >Paint Valley High School ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > > >The November 16, 2004, airing of Education News Parents Can Use focused on >the issue of dropout prevention. The show, entitled Dropout Prevention >and Recovery: Catching Students Before It s Too Late, featured educators >and administrators at the federal, state, and local levels discussing one >of the most pressing problems plaguing the nation s high schools: how to >keep students in school. While this is a fundamental concern to >educators, the problem goes beyond simply keeping students in >school. Today, educators must find ways to better prepare students for >their future in a knowledge and technology driven world. Although much >has been spoken of the need to address this problem, examples of success >are few and far between. Paint Valley High School (PVHS) in Bainbridge, >Ohio, is one such success story that was featured on the program. (click >on link for full story) > > >SECONDARY, CAREER, AND TECHNICAL EDUCATION > >Second Annual National High School Leadership Summit Held in DC December >2-3 ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >Almost 1000 educators, policymakers, and business leaders from across the >country gathered in Washington on December 2-3, 2004, for the U.S. >Department of Education s second National High School Leadership >Summit. The event was part of the administration s effort to coordinate >and strengthen the high school improvement efforts that are encouraged by >the No Child Left Behind Act and to ensure that high schools fully prepare >American youths for further education, successful careers, and effective >citizenship. The summit is part of a series of efforts under the >department s Preparing America s Future: The High School >Initiative. During the year, OVAE organized eight regional summits that >engaged state teams to develop their high school improvement plans. (click >on link for full story) > >OVAE Sponsors Closing the Achievement Gap Focus Group Meeting ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >On December 1, 2004, the Office of Vocational and Adult Education >sponsored the Closing the Achievement Gap Focus Group Meeting. The >purpose of the focus group meeting was to explore how large comprehensive >high schools are able to narrow the achievement gap while maintaining high >student retention and graduation rates. > >Teams from four schools were selected to participate based on an analysis >of four years of disaggregated school-level mathematics and reading state >assessment data. These schools had shown success, over a period of years, >starting in 1999 through 2002, in closing the achievement gap between >African-American and/or Hispanic students relative to their white >peers. (click on link for full story) > >Assistant Secretary Susan Sclafani and Deputy Assistant Secretary Hans >Meeder participate in the ACTE Conference ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >On December 9, Assistant Secretary Susan Sclafani and Deputy Assistant >Secretary Hans Meeder participated in the Association for Career and >Technical Education's annual conference in Las Vegas, Nevada. Susan >addressed the opening general session of several thousand career and >technical educators and administrators. In her remarks, she discussed the >need for students in the 21st century to have some form of postsecondary >education and training to acquire a good job and secure a good >future. She also stressed that career and technical education (CTE) plays >a major role in that preparation for students and acknowledged that states >have made considerable progress over the past few years to (1) increase >the academic course taking achievement of students in CTE; (2) develop >better linkages among secondary schools, postsecondary institutions, and >employers; and (3) build, from the ground up, accountability systems to >report on the outcomes of students who pursue CTE. (click on link for full >story) > > New Report Released >State Dual Enrollment Policies: Addressing Access and Quality ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >Policy-makers and educators continue to seek options for helping more high >school students transition successfully to postsecondary education. This >interest stems, in large part, from evidence that many young people leave >high school unprepared for college, despite their stated intentions to >pursue higher education. Dual enrollment is one option that appears to be >gaining momentum. > >Dual enrollment programs allow high school students to simultaneously earn >credit toward a high school diploma and a postsecondary degree or >certificate. These programs offer young people an opportunity to get a >head start on their postsecondary education and can give them first-hand >exposure to the academic and social demands of college-level work. > >PISA Results Show Need for High School Reform ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >America's 15-year-olds performed below the international average in >mathematics literacy and problem-solving, according to the latest results >from the Program for International Student Assessment (PISA). The test, >given in the spring of 2003, assesses the abilities of 15-year-old >students from 41 countries (including 30 of the most developed) to apply >learning to problems with a real-world context. > >U.S. Secretary of Education Rod Paige said the results point to the need >for reform of the nation's high schools. "The PISA results are a blinking >warning light," he said. "Its more evidence that high standards and >accountability for results are a good idea for all schools at all grade >levels." (click on link for full story) > >ADULT EDUCATION AND LITERACY > >States Send Cross-Agency Teams to Youth Forums ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > > >The 2003 White House Task Force Report on Disadvantaged Youth articulated >a set of broad goals for serving the disadvantaged youth. The >comprehensive high school of the past is not sufficient to engage all >students, help them achieve rigorous academic standards, and stay in >school to complete secondary education successfully. In addition to >transforming the K-12 system, we need to engage relevant partner systems >such as labor, human services, and justice to address the needs of these >youth, particularly the most at-risk and disadvantaged youth. (click on >link for full story) > > > >COMMUNITY COLLEGES > >Community College Working Group, November 2004, Washington, D.C. ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >In November 2004, the Office of Vocational and Adult Education of the U.S. >Department of Education hosted a National Community College Working Group >of 15 community college presidents and chancellors from across the >country. College leaders engaged in timely discussions about federal >support with assistant secretaries and directors from five federal >agencies or offices that provide funding to community colleges. The >presidents and chancellors were invited to the Washington, DC, meeting >because their colleges have been particularly successful in obtaining >funding from a variety of federal departments and programs. Discussions >focused on how to integrate funding from multiple sources, how federal >funding is linked to strategic planning and institutional priorities at >the college, and suggestions on how to make the process more >productive. Federal offices participating in the discussions included the >U.S. Department of Education s OVAE and Office of Postsecondary Education, >the U.S. Department of Labor s Employment and Training Administration, the >National Science Foundation, and the U.S. Department of Agriculture s >Science and Education Resources Development office. (click on link for >full story) > > >NEWS FROM AROUND THE U.S. DEPARTMENT OF EDUCATION >Deputy Secretary Gene Hickok Announces Resignation ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >On December 2, 2004, Deputy Secretary of Education Gene Hickok announced >his resignation from the U.S. Department of Education after four years of >helping to implement historic education reforms across the nation. > >In a letter to President Bush, Deputy Secretary Hickok said, "Your >unwavering dedication to reform education has given birth to a new era in >this country. Today, we talk about accountability and results. We confront >the achievement gap instead of closing our eyes to it. We talk about >making the promise of America real for all of America's children. (click >on link for full story) > >John H. Hager Assumes Duties as Assistant Secretary for Special Education >and Rehabilitative Services ><<http://www.ed.gov/news/newsletters/ovaereview/orev121604.html>http://www.ed.gov/news/newsletters/ovaereview/orev121604.html> > >John H. Hager, a former lieutenant governor of Virginia, has been sworn in >as assistant secretary for the U.S. Education Department's Office of >Special Education and Rehabilitative Services (OSERS). The Senate >confirmed Hager for the post before its Thanksgiving recess. > >In his new position, Hager will lead the office that administers federal >special education programs for America's 6.8 million children and youth >with disabilities. His office also promotes employment opportunities for >adults with disabilities and sponsors research to improve the lives of >individuals with disabilities of all ages. Hager's service career has >included numerous leadership roles with a number of disability >organizations. (click on link for full story) > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >
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