Watch it streaming live here.
From the Committee:
WASHINGTON, D.C. – On Tuesday, September 10th at 10:00 a.m., the House Committee on Education and the Workforce, chaired by Rep. John Kline (R-MN), will hold a hearing entitled “Education Research: Exploring Opportunities to Strengthen the Institute of Education Sciences.” The hearing will take place in room 2175 of the Rayburn House Office Building.
Established by the Education Sciences Reform Act, the Institute of Education Sciences gathers information on education progress, conducts research on educational practices in the nation’s schools, and examines the quality of federal education programs and initiatives. This information helps parents make decisions about their children’s learning experience and provides taxpayers valuable data about the federal investment in education. Additionally, state and local education officials can use the Institute’s research to identify and implement successful instructional programs, curriculum, and school improvement strategies.
Tuesday’s hearing will provide committee members an opportunity to discuss ways to improve the quality, timeliness, and usefulness of education research. Members will also examine opportunities to strengthen the Institute of Education Sciences through the upcoming reauthorization of the Education Sciences Reform Act. To learn more about Tuesday’s hearing, visit www.edworkforce.house.gov/hearings.
The Brown Center released a report today called “The Algebra Imperative.” The report shows that current national and international math assessments do not adequately measure how well American students are learning algebra.
The essay is organized by four sections. The first section describes the current state of affairs in assessing algebra—the national and international tests that Americans rely on to measure progress. Section two presents evidence that the current battery of assessments is inadequate. Section three discusses prospects for remedying the situation. Section four concludes.
A good discussion of this report from the Brookings Institution can be found here.
It is true in all education, but especially in the education of people situated as are the American Indians, that methods must be adapted to individual abilities, interests, and needs. A standard course of study, routine classroom methods, traditional types of schools, even if they were adequately supplied-and they are not-would not solve the problem.
The Education Trust recently published its State of Native Education Report. Another sobering report indicating that native students are generally not closing achievement gaps, and in fact are being surpassed by other minorities.
Unlike achievement results for every other major ethnic group in the United States, those for Native students have remained nearly flat in recent years, and the gaps separating these students from their white peers have actually widened. Indeed, while Native students performed above black and Latino students in both fourth-grade reading and eighth-grade math in 2005, by 2011, that lead had all but disappeared.
WHITE HOUSE INITIATIVE
AMERICAN INDIAN AND ALASKA NATIVE EDUCATION
As part of U.S. Secretary of Education, Arne Duncan’s, “Strong Start, Bright Future” Back-to-School Bus Tour<http://www.ed.gov/blog/topic/bustour/>, Deb Delisle, assistant secretary for the Office of Elementary and Secondary Education, will host a roundtable meeting in Santa Fe, NM to discuss the State Tribal Education Partnership (STEP) program.
The STEP program aims to promote collaboration between tribal education agencies (TEAs) and state educational agencies (SEAs) and to build the capacity of tribes as they develop and enhance their roles, responsibilities and accountability in Indian education. The program funds projects created through collaborative agreements between TEAs and SEAs that allow for TEAs to perform some state-level functions for certain federal grant programs funded through the ESEA, within public schools located on tribally controlled lands.
During the meeting, grantees of the STEP program will discuss the implementation of their grants and how their work is increasing the role of their TEA in the education of American Indian and Alaska Native students.
2012 grantees and their SEA partners are:
Nez Perce Tribe, Idaho
The Navajo Nation Diné Department of Education, New Mexico
The Chickasaw Nation, Oklahoma
Confederated Tribes of Umatilla Indian Reservation, Oregon
We ask that you join the meeting. Space is limited. Please RSVP by responding to this message, or by contacting Sedelta Oosahwee by phone (202) 453-5618 or e-mail Sedelta.Oosahwee@ed.gov
Institute of American Indian Arts
(Center for Lifelong Education)
83 Avan Nu Po Rd
Santa Fe, NM 87508