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Logo designed by San Jose High School students involved
in PIPE implementation
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Best
Practices for Teaching Deaf and Hard-of-Hearing Students:
DeafTEC provides this resource with strategies and ideas for teaching
in a mainstreamed classroom with a mix of hearing, deaf, and
hard-of-hearing students.
The
Economic Status of Women of Color: A Snapshot This
fact sheet from USDOL offers a glimpse at the current economic status
of women of color.
NAPE affiliate member, The National Academy Foundation (NAF), and ten
of America's top companies today announced NAFTrack
Certified Hiring; a collaborative solution to a
two-sided problem--students graduating from high school unprepared
for college and careers and industries managing a dearth of unskilled
job applicants.
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As we reported in yesterday's Public Policy Update, the U.S. House of
Representatives passed H.R. 803, the Workforce Innovation and
Opportunities Act (WIOA), with a vote of 415 to 6 earlier this week.
The Senate passed the bill on June 25 on a bipartisan basis as well,
95-3. With the advent of the completion of the WIOA
reauthorization, members of Congress are developing bills to spur
action to reauthorize the Perkins Act that give some indication of
priorities to be put forward. Please read the Public
Policy Update for all of the latest news from
Washington.
I'm very excited to share a report of an event I attended at San Jose
High School in California earlier this month. For the past 2 years,
NAPE Consultant Elizabeth Wallner has provided professional
development regarding gender equity in STEM to the San Jose Unified
School District. This year the teacher team at San Jose High School
invited students to be involved in implementation of the Program
Improvement Process for Equity. More than 20 students worked with the
team once a month after school (see the logo that they designed to
the left of this article). As part of their efforts, the students
planned a culminating event--an Equity Awareness Conference.
Students created an impressive agenda, presenting on topics that they
learned through the professional development such as Self-Sufficiency
and Career Choice, Micromessages, Stereotypes in the Media,
Stereotype Threat, Attribution Theory, Fixed/Growth Mindset,
Privilege, and the Benefits of Collaboration. The event also included
STEM demonstrations, including one by the First Robotics Team, whose
members are 50% female.
In addition to more than 200 students, families, and staff from the
high school and the feeder middle school, Judith D'Amico, vice
president of development for PLTW, a representative from the office
of Congresswoman Zoe Lofgren, and I attended. Jennifer French, an
English teacher at the school and site facilitator for the project,
wrote a great
article about the event.
NAPE's work in San Jose has been funded by a generous grant from the
Motorola Solutions Foundation. Within the next several weeks we will
post a video of the event on our YouTube channel. Stay tuned!
For equity, access, and diversity,
Mimi
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School Is Over for the Summer.
So Is the Era of Majority White U.S. Public Schools Janell
Ross and Peter Bell, National Journal
The 2013-14 school year has drawn to a close in most
U.S. school districts, and with it the final period in which white
students composed a majority of the nation's K-12 public school
population. When schools reopen in August and September, black,
Latino, Asian, and Native American students will together make up a
narrow majority of the nation's public school students. Read
More
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Voices Inside Schools: When
Boys Won't Be Boys: Discussing Gender with Young Children Katch
and Katch
In
this essay, Hannah Katch and Jane Katch reflect on gender roles and
how they are enacted in the classroom. When Timothy, a student in
Jane's kindergarten class, refuses to count himself as one of the
boys during a math lesson, Jane begins a conversation about social
constructions of gender with her daughter,
Hannah. Read
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#InspireHerMind: Viral Ad
Hopes to Draw Girls to STEM Jobs
It's a startling fact that's gotten a lot of traction
lately: Women are few and far between in the world of STEM. Verizon
hopes to change this with their Inspire Her Mind initiative, and
they're creating buzz with a new commercial that's gone viral. Read
More
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New Program Steers Bright Poor
Kids to Top Universities and Colleges Jamaal Abdul-Alim, The
Hechinger Report
Stories like Nelzy's are unfolding for a few dozen
seniors at Lincoln chosen to participate in an experimental program
called College Match that tries to encourage and counsel low-income,
high-achieving students to apply to selective colleges that match
their academic qualifications. Read
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A Role Model Pipeline for
Young Black Men Anya
Kamenetz, NPR
This summer, at least twice a week, a group of young
men--usually in flip-flops, T-shirts and cargo pants--will meet in a
tiny apartment on the Clemson campus. They're part of a program to
train and support black men who want to become teachers. The goal is
not just to diversify the nation's teacher corps but to provide role
models for troubled black boys. Read
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Latino and African-American
Academic Success Improves, But Gaps Remain Caralee
Adams, Education Week
The number of Latinos who leave high school having taken
the ACT has nearly doubled in the past five years. Still, fewer than
half of Latino graduates who took the ACT met any of its
college-readiness benchmarks. The volume of Latino high school
students sitting for at least one Advanced Placement exam has tripled
between 2002 and 2012. Yet, among Latino students with high potential
for success in AP math, just three out of 10 took any such course. Read
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Job Characteristics Among
Working Parents: Differences by Race, Ethnicity, and Nativity Bureau of Labor Statistics
This article describes research into job variations among working
parents by race/ethnicity and nativity, based on working parents from
Current Population Survey data from 2007 to 2011. The results
indicate that working parents of Hispanic and Black race/ethnicity have
significantly greater odds of holding a job that limits investment in
children (as does foreign-born status). Read
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