Cicilline, Whitehouse Lead Charge to Expand Access to High-Quality Education

Every Hour Counts is delighted to announce that House Democratic Policy and Communications Committee (DPCC) Co-Chair David N. Cicilline (RI-01) and U.S. Senator Sheldon Whitehouse (RI) introduced the Community Partnerships in Education Act to bring non-profit organizations and education programs together to prepare students for the challenges of the 21st century economy. Original co-sponsors include: Eliot Engel (NY), Pramila Jayapal (WA), Ro Khanna (CA), Barbara Lee (CA), Betty McCollum (MN), John Conyers (MI), Charlie Crist (FL), Dwight Evans (PA), Jimmy Gomez (CA), Sheila Jackson Lee (TX).

“As our economy continues to change at an unprecedented pace, we need to ensure that young people get the skills and knowledge they will need to succeed in the workforce,” said Representative Cicilline, who led the effort to strengthen afterschool initiatives in the 2015 federal education bill. “It’s critical that we bring together leaders in the public, private, and non-profit sectors to ensure we are providing students with the best opportunity to obtain critical life and career skills. I’m proud to be introducing the Community Partnerships in Education Act, and I look forward to continuing to work with Senator Whitehouse to advance this important bill.”

Every Hour Counts worked closely with Representative Cicilline and Senator Whitehouse on the proposal, which would amend the Carl D. Perkins Career and Technical Education Act and the Higher Education Act to elevate the critical role of intermediaries and other non-profit community partners in serving students throughout the K-12 and higher education settings.

Intermediary organizations play a critical role in expanding access to high quality education programs. By driving improved student outcomes, increasing efficiency and promoting continuous improvement, intermediaries help to maximize resources and ensure that students are served.

​“Afterschool programs in cities like Providence show that community groups do great work providing students with skills and knowledge they’ll need throughout their lives,” said Senator Whitehouse. “This bill will build on the afterschool legislation we passed into law with the K-12 education overhaul, and help young people to thrive in college and their careers.  I’m proud to partner with Congressman Cicilline, who laid the groundwork for Providence’s afterschool success, to help bring this kind of collaboration to more communities around the country.”

We are excited to see that the Community Partnerships in Education Act of 2017 updates the Perkins Career and Technical Education Act to:

  • Ensure states and districts work with community partners and intermediary organizations in planning and carrying out career and technical education programming and encourage the use of data sharing agreements to better measure success.
  • Require evaluations of CTE programs to assess the level of involvement of community partners and intermediary organizations and the implementation of data sharing agreements to better measure success.
  • Emphasize the importance of 21st Century Skills within career and technical education programs.
  • Include definitions of “community partner” and “intermediary organization” to reflect the many types of organizations working in these fields.

The Community Partnerships in Education Act also updates the Higher Education Act to:

  • Require projects supported by higher education student support programs, including TRIO, GEAR UP, High School Equivalency and College Assistance Migrant Program (HEP CAMP) to be developed and implemented, to the extent feasible, with community partners and intermediaries in order to expand access to high quality programming.
  • Require grantees under GEAR UP and HEP CAMP grantees, to the extent feasible, to enter into data sharing agreements with community partners to better measure programming and student success.
  • Elevate the importance of 21st Century skills within Federal TRIO and GEAR UP programs.
  • Include definitions of “community partner” and “intermediary organization” to reflect the many types of organizations working to provide critical student support services within higher education.

Every Hour Counts was inspired by the on-the-ground efforts of our national coalition members to suggest these improvements to the Perkins CTE Act and Higher Education Act. The work of the Providence After School Alliance provides an exemplar of how to successfully link more than 100 career-related courses in middle and high school to career pathway strategies that are supported by Perkins funds.

“We know that when young people are engaged in STEM programming after-school, they become more interested in exploring STEM career pathways in their school-based STEM CTE programs, as well as STEM summer jobs. Intermediaries are terrific at making the kinds of cross-sector connections that are necessary for career pathways to be effective.” – Hillary Salmons, Executive Director, Providence After-School Alliance.

Every Hour Counts applauds Congressman Cicilline and Senator Whitehouse for their leadership on these issues and for elevating the role of intermediaries and community-based educators in providing services to students pursuing a college education or career training.


From Wandering to Wonders with the STEM Ecosystem

COP Photo

By Sabrina Gomez, Director of ExpandED STEM Opportunities
Sabrina manages Every Hour Counts’ FUSE 3.0 initiative and ExpandED Schools’ Design2Learn.

I have always believed that one should wander with people who make you wonder.

I sat down for breakfast at my fourth STEM Learning Ecosystems National Community of Practice (COP) in Tampa, Florida last month, eager to discuss and learn from colleagues who have become familiar faces and friends. At 8:00AM, representatives from the Indiana STEM Ecosystems Initiative, New York City STEM Funders Network and Orange County STEM Initiative were already engaged in a discussion on college and career readiness. Unbeknownst to me, we were also joined by our distinguished keynote speaker, Dr. Greg Washington, Dean of Henry Samueli School of Engineering at the University of California Irvine. For personal reasons, I was instantly hooked (my younger sister had just declared her intent to attend his school to study Mechanical Engineering this fall!). We discussed the need to provide students’ choice and exposure to a variety of STEM pathways and the need for flexible mentoring models that incorporate social media and technology to capitalize on the interest of 21st century learners. It made me wonder about our ecosystem and the challenges NYC city students experience connecting the dots between their classrooms STEM experiences to their community and the world at large.

This spirit of camaraderie – like-minded individuals coming together to tackle grand challenges in STEM – is what the Community of Practice has come to represent for me. Over 200 dedicated professionals from 39 ecosystems representing different sectors of society shared their thinking on how to connect pre-K-12 STEM learning to real world experience and careers. I was part of the New York STEM Education Network Ecosystem team which included Brian Cohen, Beam Center; Janet Kelley, Kelly Collaborative; Lynda Kennedy, Vice President Education Intrepid Sea, Air & Space Museum; Candace Reyes-Dandrea, Deputy Director Capacity Building Unit Department of Youth and Community Development; and Chris Whipple, Director of Programs, ExpandED Schools.

The COP has also become a space to reframe failure as success. Dr. Cary Sneider, leader of the engineering group on the Next Generation Science and Engineering writing team, and an advisor for Every Hour Counts FUSE 3.0 initiative, led a session on the Engineering Design Process, challenging participants to build the tallest tower possible in 15 minutes, using only 50 index cards and 15 inches of tape that could hold the weight of a cell phone. COP teams planned, designed, built, tested and redesigned their structures. Our team first planned to create circles with the index cards and build from there. After two attempts and no tower, I suggested folding the index cards into triangles. We tried and noticed that we did not need tape. The competition was fierce! We continued to build and encouraged one another until our tower eclipsed 24 inches, one of the highest of the entire convening.

This activity served as segue to Dr. Dean Washington’s keynote address. He stated that if any of the grand challenges in STEM could be solved, it would be us, the ecosystems and COP members together, that would solve them. He challenged our communities to serve as a testing ground where solutions could be designed, tested, reiterated and shared amongst each other. I instantly thought of ExpandED Schools work with Design2Learn, an Investing in Innovation Development Grant, and FUSE 3.0 Initiative. Both of these initiatives are testing formal and informal models that bring educators together to facilitate design based learning with the goal of increasing student achievement, motivation and interest in science. He encouraged second (and third) attempts and if something does not work the first time that does not mean there’s no room for improvement. More importantly, he highlighted the uniqueness of a community such as ours and the opportunity to speak openly about our challenges and share ideas with fellow COP participants. As a community, we are the “STEM army” that will bring about solutions to issues around early childhood education, professional development and parent engagement in our continuing efforts to ensure that STEM is seamlessly integrated into a robust educational system from pre K to college and career.  

Many thanks to Co-Chairs Ron Ottinger, Director of STEM Next; Gerald Solomon, Executive Director of the Samueli Foundation; and the entire Teaching Institute for Excellence in STEM team for planning such a memorable event. Thanks to all fellow community of practice members who always send me back to New York City wondering and brimming with new possibilities.  

Digital Badges and the 21st Century Resume

Guest post by Michael Braithwaite

Communications skills, team work, design, chess champ, social media mastery, and competitive bocce ball: It might sound like a strange list of job qualifications, but as companies increasingly seek out employees who can accomplish a wide range of tasks across a growing number of technologies, all the while being a team player, they’re looking for skills and experiences that paint a more holistic picture of an applicant. Gone are the days of employees working solo on repetitive, finite tasks. Today’s workplace is constantly changing, built on rapidly evolving technology and often spanning multiple countries. It requires good communicators, fast and creative thinkers, and flexibility.

That’s where digital badges come in. A bit like supercharged merit badges, digital badges are emerging as a new angle on credentialing, redefining how learning is recognized in a digital age that requires a broad range of skills, passion, and diversity of experience.

Hub alum Bryan Norato during a White House Google+ Hangout.

Hub alum Bryan Norato during a White House Google+ Hangout.

Or at least, that’s what the White House thinks. Last Thursday, the Office of Science Technology Policy hosted a “We the Geeks” Google+ Hangout that was broadcast nationally and discussed the current use of digital badges and their potential to redefine not only the professional landscape, but the educational one as well.

Bryan Norato, University of Rhode Island freshman and alumni of the Hub—a credit-bearing after-school system for high school youth in Providence—helped shed some light on the subject of digital badges in a conversation with Erin Knight, Senior Director of Learning & Badges at the Mozilla Foundation; Connie Yowell, Director of Education for U.S. Programs at the MacArthur Foundation; and Richard Culatta, Acting Director of the Office of Educational Technology at the Department of Education.

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