Alliance Press Releases

Gov. Bob Wise Comments on Congressional Action to Expand Homeless Students’ Access to Critical Programs

Jason Amos — Tue, 7 Feb 2012 18:12:15 -0500

Wise applauds Illinois Congresswoman Judy Biggert for "cutting through federal bureaucracy."

Washington, DC - Today, the House Financial Services Committee's Insurance, Housing, and Community Opportunity Subcommittee passed the Homeless Children and Youth Act, a bill that would ensure that homeless students identified as such by public schools and other federally funded programs are eligible for homeless services provided by the U.S. Department of Housing and Urban Development. In response, Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, made the following statement:

"It is absurd that, under current law, a child can be considered homeless by one federal agency but not by another. I applaud the work of Representative Judy Biggert (R-IL) to cut through this federal bureaucracy and ensure that all homeless children have the opportunity to access the services they need and deserve.

"Under current law, more than 650,000 students are considered homeless by the U.S. Department of Education but not by the U.S. Department of Housing and Urban Development (HUD). Federal law assures these homeless students access to public schools, but it prohibits them and their families from accessing HUD-funded homeless services, including basic services like shelter and case management.

"Many homeless students are not considered homeless by HUD because HUD's definition of homelessness is very narrow and focuses primarily on single adults. Students and their families who have lost their homes but are temporarily staying with other families for longer than fourteen days-or who are temporarily staying in motels for more than fourteen days-are not considered to be homeless by HUD. These children and their families are often referred to as the ‘hidden homeless.'

"Homeless students are more likely to suffer health and other problems and less likely to graduate from high school than are their more stable peers. It is critical that these children receive the support they need to stabilize their situations at home so they can concentrate on their school work and go on to achieve their full potential."

The Homeless Children and Youth Act is supported by a broad coalition of housing, education, and other organizations, including the Alliance for Excellent Education, American Bar Association, National Association of Home Builders, National Association for the Education of Homeless Children and Youth, National Coalition for the Homeless, National Law Center on Homelessness and Poverty, National Association of Secondary School Principals, National Head Start Association, and National Parent Teacher Association.

More information on the Homeless Children and Youth Act is available at http://financialservices.house.gov/News/DocumentSingle.aspx?DocumentID=278489.

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The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance for Excellent Education, please visit http://www.all4ed.org.

First-Ever National Digital Learning Day Attracts Participation from Thirty-Nine States, 15,000 Teachers, and 1.7 Million Students

Jason Amos — Thu, 2 Feb 2012 12:03:08 -0500

National Town Hall on February 1 to Include Education Secretary Duncan, FCC Chairman Genachowski, and Teachers from Around the Country

WASHINGTON, DC - Today, thirty-nine states, 15,000 teachers, and 1.7 million students will participate in the first-ever national Digital Learning Day, a national awareness campaign spearheaded by the Alliance for Excellent Education showcasing how technology can take learning in the United States to a much higher level and provide all students with experiences that allow them to graduate from high school prepared for college and a career.

"Technology has made nearly everything in modern life more efficient, accessible, richer, and faster, yet students are frequently asked to check their smart phones, laptops, and other devices at the door when they enter a classroom," said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. "It is time we stop asking students to ‘power down' when they go to school and instead to ‘power up' and use their interest in technology as a new way to learn."

The marquee event for Digital Learning Day is the virtual National Town Hall, featuring a joint announcement and roundtable discussion with U.S. Secretary of Education Arne Duncan and Federal Communications Commission Chairman Julius Genachowski on transitioning K-12 schools to digital learning.

"We're focused every day on the ways to harness technology and broadband to improve and expand educational opportunity for as many kids as possible," said Genachowski. "With digital learning technologies, teachers, students, and parents can connect in new ways, tailoring lessons on an individualized basis to student interests and needs; students in multiple classrooms can connect with teachers and with each other, and heavy backpacks of outdated textbooks can be replaced by a digital learning device with constantly updating tools."

The National Town Hall will feature live interaction with school sites around the country, profile teachers who effectively use technology to deliver instruction, and focus on successful education innovation projects that demonstrate how technology can be used in the classroom to improve student outcomes. Via Skype, the Town Hall will give voice to teachers, students, and leaders from Englewood Schools (CO); Mooresville Graded School District (NC); Klein Independent School District (TX); and New Tech West High School (OH), who will talk about how they are using technology in new ways to improve learning. (A complete list of featured teachers, schools, and districts is available at http://www.digitallearningday.org/events/national-events/town-hall-meeting).

"The President and I are convinced that with technology, we have an extraordinary opportunity to expand educational excellence and equity, and personalize the experience for students," said Duncan. "Technology can enable the high-quality teaching and learning that today's students need to thrive as citizens, workers, and leaders in the digital age, and the globally competitive knowledge economy."

Digital Learning Day celebrations will also be conducted within participating states, districts, and schools. Examples of activities include a proclamation from the state governor, a showcase of student work through digital learning, lesson plan contests for teachers, announcements of digital learning projects, and highlights of promising practices within and among states. To contact the person leading the Digital Learning Day event(s) in your state, visit http://www.digitallearningday.org/events/state-events#Hosting.

In addition to the National Town Hall, the Alliance will air programming celebrating innovative teachers and highlighting instructional practices that use technology to strengthen teaching and personalize learning for all students.

From 9:00 a.m. to 12:30 p.m. (ET) on February 1, the Alliance will air an extensive, in-depth webcast demonstrating how digital learning is already being used in classrooms around the country at http://www.DigitalLearningDay.org. During the webcast, educators will share innovative approaches designed to ensure that students graduate from high school prepared for college and a career. A live chat feature will allow individuals interested in learning more about digital learning to engage in an online, real-time conversation with leaders in education technology. (A complete schedule, including the highlighted schools and educators is available at http://www.digitallearningday.org/events/national-events/dldwebcast).

"Digital Learning Day is not about technology for technology's sake-simply slapping a netbook on top of a textbook will not move the education needle very much," said Wise. "Instead, it's about recognizing the great potential that effective technology has to transform the world of learning when combined with powerful teaching and rigorous content."

From 3:00 p.m. to 6:30 p.m. (ET), the Alliance will rebroadcast the morning webcast at http://www.DigitalLearningDay.org. Although the video content will be the same, the Alliance will conduct an entirely different live chat in the afternoon session to allow individuals who are interested in learning more about digital learning to engage in an online, real-time conversation with leaders in education technology.

Digital Learning Day has received support from

twenty-five core partners made up of national membership organizations, and a broad array of stakeholder groups, including principals, school board, content area specialists, and instructional technology professionals;
thirty-nine states that are planning their own statewide celebrations;
twenty-six instructional technology experts who are hard at work developing toolkits and resources to support educators at all the state, district, school, and classroom levels; and
nationally known companies, such as Intel Corporation, Google, SMART Technologies, and USA Today.

The thirty-nine states participating in Digital Learning Day on February 1 represent 88 percent of the nation's students and include Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. Washington, DC has also signed up to participate. For contact information for the person leading the efforts in your state, visit http://www.digitallearningday.org/events/state-events#Hosting.

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To learn more about Digital Learning Day, visit www.DigitalLearningDay.org and follow the action at www.twitter.com/DLDay2012 or with the #DLDay hashtag.

Momentum Continues for First-Ever National Digital Learning Day

Mike Sussman — Fri, 27 Jan 2012 12:38:29 -0500

One Week Away: 10,000 Teachers and 1.5 Million Students Participating in National Awareness Campaign Highlighting Technology’s Role in School Reform and Strengthening Instructional Practices

WASHINGTON, DC – Today, the Alliance for Excellent Education announced that thirty-nine states, 10,000 teachers, and 1.5 million students have signed up in support of the first-ever national Digital Learning Day on Wednesday, February 1, 2012. Digital Learning Day is a national awareness campaign designed to celebrate innovative teachers and highlight instructional practices that strengthen teaching and personalize learning for all students.

“Digital Learning Day isn’t about technology for technology’s sake—it’s about recognizing the great potential that effective technology combined with powerful teaching and rigorous content has to transform the world of learning,” said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. “Through the internet, students are more connected to the outside world today than during any other time in history, yet they are frequently asked to ‘power down’ when they go to school. Digital Learning Day is about ‘powering up’ to help students use their interest in technology and social networking as new ways to learn.”

A key event for Digital Learning Day is the virtual National Town Hall, featuring a roundtable discussion with U.S. Secretary of Education Arne Duncan and Federal Communications Commission Chairman Julius Genachowski, and will be webcast live from Washington, DC. Via Skype, the National Town Hall will also feature teachers, students, and leaders from Englewood Schools (CO); Mooresville Graded School District (NC); Klein Independent School District (TX); and New Tech West High School (OH).

Currently, the following states are signed up to participate in Digital Learning Day on February 1: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Michigan, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. Washington, DC has also signed up to participate. (For contact information for the person leading the efforts in your state, visit http://www.digitallearningday.org/events/state-events#Hosting.)

“The use of technology has made nearly everything in modern life more efficient, accessible, richer, and faster,” Wise said. “It is hard to imagine modern life without the rapid innovations that have boosted productivity, created jobs, and changed daily life, yet education remains largely untouched by the power of technology in the classroom and particularly in teaching and learning. These states have truly embraced the idea of digital learning and are planning exciting celebrations of their own to highlight how effective applications of technology in education can improve student outcomes.”

Digital Learning Day celebrations are being developed and will be conducted within participating states, districts, and schools. Examples of activities include a proclamation from the state governor, a showcase of student work through digital learning, lesson plan contests for teachers, announcements of digital learning projects, and highlights of promising practices within and among states. To determine what your state is doing, visit http://www.digitallearningday.org/events/state-events#Hosting.

“The urgency of providing a quality education means every child has access to the engaging experience that comes with powerful teaching and rigorous content available through digital learning,” Wise said. “The teachers are here, the technology is everywhere, and the students are ready and able. Now it’s time to put it all together.”

The Digital Learning Day website has a wealth of resources, such as sample lesson plans for teachers who want to participate in Digital Learning Day but are not sure how. Specifically, it includes Teacher Toolkits with sample lesson plans and “Awesome Ideas,” which show what other teachers are doing and provides templates that teachers can customize for their classrooms.

In total, Digital Learning Day boasts support from

•   twenty-five core partners made up of national membership organizations, and a broad array of stakeholder groups, including principals, school board, content area specialists, and instructional technology professionals;
•   thirty-nine states that are planning their own statewide celebrations;
•   twenty-six instructional technology experts who are hard at work developing toolkits and resources to support educators at all the state, district, school, and classroom levels; and
•   nationally known companies, such as Intel Corporation, Google, SMART Technologies, and USA Today.

All are welcome to participate in this celebration of innovation by signing up at http://www.digitallearningday.org.

Additionally, individuals can register to watch and participate in the live National Town Hall at http://digitallearningday.eventbrite.com/.

Thirty-Seven States Committed to Celebrate Digital Learning Day

Mike Sussman — Tue, 13 Dec 2011 18:19:42 -0500

States Pledge Support for National Awareness Campaign Highlighting Technology’s Role in School Reform and Strengthening Instructional Practices

WASHINGTON, DC – Today, the Alliance for Excellent Education announced that more than two-thirds of all states have signed up as partners in support of the first-ever national Digital Learning Day, which will take place on February 1, 2012. Digital Learning Day is a national awareness campaign designed to celebrate innovative teachers and highlight instructional practices that strengthen teaching and personalize learning for all students.

“I’m excited to see the momentum building for Digital Learning Day,” said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. “These states have really embraced the issue and are planning exciting celebrations within their own states to support the national discussion about effective applications of technology in education.”

On Digital Learning Day, a virtual national town hall meeting will be broadcast live from Washington, DC, and will highlight four to six satellite locations. The town hall meeting boasts support from

twenty-five core partners made up of national membership organizations, and a broad array of stakeholder groups, including principals, school board, content area specialists, and instructional technology professionals;
thirty-seven states and the District of Columbia that are planning their own statewide celebrations;
twenty-six instructional technology experts who are hard at work developing toolkits and resources to support educators at all the state, district, school, and classroom levels; and
nationally known companies, such as Intel Corporation, Google, and SMART Technologies.

As shown in the map to the right, the following states (in blue) are signed up as partners for Digital Learning Day: Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Michigan, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. Washington, DC has also signed up.

Orange spots on the map denote individual sites that are participating in Digital Learning Day.

The celebration of Digital Learning Day will be tailored within each participating state. Some activities these states are planning include a proclamation from the state governor, a showcase of student work through digital learning, lesson plan contests for teachers, announcements of digital learning projects, and highlights of promising practices within and among states.

For example, on Digital Learning Day, the Indiana Department of Education will kick off the state’s twenty-nine-day “Web 2.0 Challenge.” Then, on each day in February, it will introduce a new resource complete with tutorials and tips on its blog. The challenge is for educators to explore the shared tools and post thoughts and ideas about how they could use them to enhance student learning. Additionally, the state will encourage districts to post a three-minute video telling their own Digital Learning story to the Indiana Department of Education YouTube channel.

“Educators all over Indiana work every day to advance and expand their efforts to take advantage of technology to improve student outcomes,” said Candice Dodson, director of eLearning at the Indiana Department of Education. “Digital Learning Day gives us—and all states—a chance to shine a light on the exciting ways digital learning is happening in schools.”

All are welcome to participate in this celebration of innovation. Act now! Join the important national and local discussions by signing up to learn more about Digital Learning Day at http://www.digitallearningday.org.

Gov. Bob Wise Comments on House Legislation to Rewrite NCLB

Jason Amos — Tue, 10 Jan 2012 14:57:17 -0500

"Bipartisan gains for the nation's high schools made under the Bush and Obama administrations would be threatened or lost under the current proposal," says Wise.

Washington, DC - On Friday, January 6, U.S. House of Representatives Education and the Workforce Committee Chairman John Kline (R-MN) released two draft pieces of legislation on accountability and teacher effectiveness as part of the committee's work to overhaul the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind (NCLB) Act. In response, Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, made the following statement:

"If NCLB is a car, then the good news is the House committee has begun shopping for a new model. The real issue is how many options will be on the final model.

"As ESEA is addressed by the House, it is important to maintain the bipartisan gains for the nation's high schools and build on this progress to provide every child with a college- and career-ready education.

"Unfortunately, bipartisan gains for the nation's high schools made under the Bush and Obama administrations would be threatened or lost under the House committee's proposal. For example, the Bush administration issued regulations in 2008 that make common, accurate high school graduation rates a meaningful part of accountability for school performance. Two Democrats in Congress-Senator Tom Harkin (D-IA) and Representative Bobby Scott (D-VA)-introduced legislation that was included in the Senate's bill to rewrite NCLB to codify these regulations into law. Under the House draft, however, the federal requirement for high school graduation rate accountability would be eliminated.

"Similarly, both Presidents Bush and Obama supported the School Improvement Grant program in order to focus resources and reform on the nation's lowest-performing schools. Today, nearly 500 high schools receive support from this program, which would be eliminated under the House proposal.

"Additionally, red and blue states across the country have taken a critical step toward improving their education systems by adopting college- and career-ready standards. The House draft does not call for necessary college- and career-ready standards and could limit the ability of the U.S. Department of Education to support the state-led effort to implement common assessments aligned with these standards.

"Without these key components for the nation's high schools, the push to drive education reform into the twenty-first century could run out of gas.

"ESEA has always been bipartisan, and it is critical that the House produce legislation that can be supported by both sides of the aisle. The Alliance looks forward to working with both Republicans and Democrats toward legislation that strengthens the nation's high schools."

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State Waiver Proposals Threaten to Weaken Accountability for High School Graduation Rates

Jason Amos — Tue, 10 Jan 2012 17:45:52 -0500

New Publication Includes Analysis of Applications Submitted by Colorado, Florida, Georgia, Indiana, Kentucky, Massachusetts, Minnesota, New Jersey, New Mexico, Oklahoma, and Tennessee

Washington, DC -Several states' applications for waivers from requirements of the current No Child Left Behind (NCLB) Act could weaken accountability for high school graduation rates if approved by the U.S. Department of Education, according to a new policy brief from the Alliance for Excellent Education. The brief, "Waiving Away High School Graduation Rate Accountability?," includes an analysis of eleven state applications submitted by Colorado, Florida, Georgia, Indiana, Kentucky, Massachusetts, Minnesota, New Jersey, New Mexico, Oklahoma, and Tennessee.

"In today's information-age economy, high school graduation must be the starting point, not the finish line for a student to be economically successful throughout life," said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. "It is vital that graduation rates be included as a core component of state accountability systems. States that are now revising their waiver applications to more appropriately incorporate graduation rates should be applauded for doing so."

Under NCLB, states used inconsistent and inaccurate graduation rate calculations, and high schools in some states could improve their graduation rates by less than 1 percentage point and still avoid consequences under the law, the analysis finds. In 2008, the U.S. Department of Education issued regulations requiring common, accurate graduation rate calculations for all high schools.

Under the 2008 regulations that took effect in the 2010-11 school year, schools reporting consistently low graduation rates automatically trigger improvement actions. Additionally, high schools that do not meet rigorous but achievable targets are required to undergo improvement. This could change under state waiver proposals, according to the Alliance analysis.

Under some state waiver proposals, high school graduation rates would only count for a modest portion-14 percent to 30 percent, depending on the state-of complex accountability indexes that include tests, graduation rates, and other measures of college and career readiness. These indexes intend to provide a more accurate view of student achievement and drive students toward the goal of being ready for college and a career.

"If test scores in earlier grades or other indicators count far more for measuring a school's progress than whether a student actually graduates, the fact that high school graduation rates count for so little in the proposed indexes could create an incentive for schools to ‘push out' low-performing students in order to increase scores on standardized tests," said Wise. "States are moving in the right direction by creating accountability systems that provide a more complete view of whether students are ready for college and a career, but this cannot come at the expense of holding states accountable for graduation rates."

In its analysis, the Alliance calls on the U.S. Department of Education to ensure that proposals approved through the waiver process do not supersede the department's more rigorous 2008 high school graduation rate regulations. In addition, the Alliance recommends that the department only approve waiver applications that give equal weight to high school graduation rates and measures of student achievement, while also allowing states to use additional measures of college and career readiness in their accountability systems.

The complete policy brief, which includes an analysis of each of the eleven state applications, is available at http://www.all4ed.org/files/WaivingAwayAccountability.pdf.

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New Report: How Digital Learning Connects Technology and Teaching to Meet Today’s Educational Challenges

Jason Amos — Wed, 4 Jan 2012 16:38:21 -0500

Washington, DC - Digital learning can connect middle and high school students with better teaching and learning experiences while also addressing three major challenges facing the nation's education system-access to good teaching, tight budgets, and boosting student achievement-according to a new report from the Alliance for Excellent Education.

"To overcome these obstacles, the nation's education system cannot continue to conduct business as usual," said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. "Applying technological tools of real-time data and assessments; adaptive software; online and digital content from many sources; and constant communication with students, parents and others involved in a student's education process, the teacher is able to design the pathway that works best for each student to realize his or her maximum learning potential.

"Slapping a netbook on top of a textbook is not enough," said Wise. "By applying technical tools, teachers can become true educational designers who harness the best pedagogy available to meet the individual needs of their students."

The report, The Digital Learning Imperative: How Teaching and Technology Meet Today's Educational Challenges, comes one month in advance of the first-ever national Digital Learning Day scheduled for Wednesday, February 1, which is spearheaded by the Alliance.

"In just the last two years," Wise noted, "many more states, districts, and school leaders are looking for technology solutions and the number of students taking online courses or using mobile devices to learn is soaring. Yet the nation's education system has made only incremental progress toward ensuring all students graduate from high school ready for college and a career."

According to the report, which significantly updates and expands on an Alliance brief released in 2010, the United States faces three critical challenges in education:

1.) America's high schools are not improving fast enough so that all students are graduating college and career ready and able to compete in a rapidly changing world. Presently, the nation cannot meet President Obama's goals for college completion without dramatically improving the quality of learning in secondary schools.

2.) Continued economic strains on state and local tax bases mean most schools have little hope for new funding sources or increases anytime soon, forcing leaders to rethink how resources are used. State policymakers and education leaders will continue to be challenged with raising student performance amidst tightened budgets.

3.) Many students still do not have access to highly qualified, skilled teachers; the best available teaching strategies that meet their individual needs; or enriching learning experiences.

"Simply put, this report documents that without effective applications of technology, ‘we can't get there from here,'" said Wise. "Incremental, fragmented progress will no longer meet the needs of students. When paired with effective teaching, personalized learning, and the elements of successful whole-school reform, technology can accelerate the pace of improvement."

The Digital Learning Imperative highlights how effective educational technology strategies link the "Three Ts"-teaching, technology, and use of time-with overall whole-school reform strategies. Only when the Three Ts are used together can schools be expected to accelerate improvement.

The Alliance will showcase schools and teachers already using technology to improve teaching and learning in a national town hall meeting in Washington, DC during the first-ever national Digital Learning Day on February 1, 2012. Teachers, librarians, principals, administrators, and those who contribute to the learning of students are encouraged to sign up to participate in the day's activities.

Download The Digital Learning Imperative at http://www.all4ed.org/files/DigitalLearningImperative.pdf.

To learn more about Digital Learning Day, visit http://www.digitallearningday.org.

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Nation’s Economy Would See Huge Boost by Increasing Postsecondary Completion Rates

Jason Amos — Tue, 13 Dec 2011 23:13:34 -0500

New Economic Analysis Shows Economic Benefits of Cutting the High School Dropout Rate and Boosting Participation in Postsecondary Education Among Most-at-Risk Students

WASHINGTON, DC - Cutting the nation's high school dropout rate in half would have tremendous benefits for the economy. But as a new economic analysis released today by the Alliance for Excellent Education shows, cutting the dropout rate in half and ensuring that those "new graduates" meet national goals for postsecondary attainment creates new jobs, increases earnings for individuals, and boosts states' tax revenues.

"Just crossing the finish line and earning a high school diploma is no longer enough in today's global economy," said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. "Today, a high school diploma must be the jumping-off point-the ticket to the additional education students need to compete for and land good-paying jobs."

The likely benefits for cutting the nation's dropout rate in half for one class of dropouts would be tremendous, including as much as $5.3 billion in increased earnings for individuals, 37,700 new jobs, and a $6.7 billion increase in the gross domestic product. At the same time, however, the Alliance discovered that only 27 percent of the nation's "new graduates" would likely go on to earn a college credential or degree. Specifically, 14 percent would earn a vocational certificate, 9 percent would earn a two-year degree, and only 4 percent would earn a four-year degree.

"These postsecondary completion rates signal that the barriers facing students in high school do not simply disappear when they earn a diploma," Wise said. "K-12 and higher education must come together to offer a continuous stream of support for these students, including programs to help them get back on track to earning a high school diploma that prepares them for college, and efforts by postsecondary institutions to help students persist through completion."

Today's analysis demonstrates the economic benefits if 60 percent of the Class of 2010's "new graduates" had gone on to earn a college credential or degree. Of that 60 percent goal, the Alliance's analysis includes the economic benefits if 32 percent of new graduates had earned a vocational certificate, 20 percent had earned a two-year degree, and 8 percent had earned a four-year degree. The resulting economic impacts would likely include

$8.8 billion in additional earnings-an increase of $3.5 billion; and
$6.4 billion in increased spending-an increase of $2.2 billion.

This additional money is not going under a mattress-it will be put to good use by purchasing homes, automobiles, groceries, clothing, and more. The additional spending that those new graduates could do with their earnings would be enough to support as many as 63,000 new jobs and increase the gross domestic product by as much as $11 billion, the study finds. This increased economic activity would likely result in $825 million in increased state tax revenue during a time when nearly every state's budget is in dire straits.

"These economic benefits are for just one class of high school dropouts," said Wise. "If the nation could boost educational outcomes for each high school class over the next decade, the economic return would be tenfold."

The data released today was derived from a sophisticated economic model that the Alliance, with generous support from State Farm®, developed with Economic Modeling Specialists Inc., an economics firm specializing in socioeconomic impact tools.

"As a business leader I'm committed to a quality education for all children and to strengthening the vitality of our communities," said Edward B. Rust Jr., chairman and chief executive officer of State Farm®. "The new findings from the Alliance for Excellent Education conclusively demonstrate that graduating from high school and going on to postsecondary education has significant positive economic and financial benefits for the business community and not just for the individual getting the education. We must assure that all of our students graduate from high school with the skills necessary to succeed in college and a career. This is clearly something all businesses-small and large-and all community citizens should see as a priority."

The goal of this economic analysis is to show every American how improving the educational outcomes of the nation's students directly impact his or her bottom line.

"Put simply, everyone wins-the individual student, the bank branch manager, the new car salesman, the department store worker, etc.-when more students graduate from high school and complete some form of postsecondary education," Wise said. "It's what today's students need and what today's employers demand."

The complete results from the Alliance's economic analysis for each state and the nation as a whole are available at http://www.all4ed.org/publication_material/EconStatesPostsecondary.

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Gov. Bob Wise Comments on Senate Legislation to Overhaul No Child Left Behind

Jason Amos — Fri, 21 Oct 2011 08:21:06 -0400

Legislation Passed by Senate HELP Committee Helps to Address the Nation's High School Dropout Crisis

WASHINGTON, DC - Today, the Senate Health, Education, Labor, and Pensions (HELP) Committee passed a bill to overhaul the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind Act (NCLB). In response, Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, made the following statement:

"No Child Left Behind is a compact disc in an iPod world. Today, it got a much-needed upgrade that will bring it-and the nation's education system-into the twenty-first century.

"The Senate's action today is particularly important for the nation's high schools. Over 40 percent of the nation's dropouts come from 12 percent of high schools, and, under NCLB, federal education policy did very little to turn around these schools.

"Under the bill passed by the Senate HELP committee, federal law-for the first time-would ensure that all high schools calculate graduation rates accurately. It would also ensure that high schools with graduation rates below 60 percent would undergo improvement and be eligible for funding to support these efforts.

"Additionally, the Senate's bill would level the playing field for high schools to receive Title I funds-the federal government's primary source of support for low-income students. Under current law, high schools only receive 10 percent of Title I funds even though they serve nearly one quarter of low-income students. This bill would help to make sure that more high school students can benefit from these resources.

"The legislation also recognizes that only one third of students entering high school are proficient in reading and supports state efforts to strengthen the reading and writing skills of all students.

"The bill will help to ensure that the high school diplomas students receive are meaningful-and businesses, parents and the community will know that the diploma is meaningful. Building on the work of states across the country, the legislation calls for college and career-ready standards. By raising standards and holding students to high expectations, the nation will help prepare its students for the competitive future that lies ahead.

"As the bill moves to the Senate floor, the Alliance looks forward to working with members of Congress to strengthen the bill's accountability provisions to ensure that all low-performing high schools are identified and improved.

"I urge the Senate to move this bill to the floor quickly. High school students have waited long enough for better policy from Washington. For each additional day that action is delayed, another 7,000 students will drop out of school."

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Gov. Bob Wise Praises Legislation Linking Classroom Learning and Workplace Experience

Mike Sussman — Thu, 13 Oct 2011 10:56:19 -0400

WASHINGTON, DC – Yesterday, U.S. Representatives Glenn Thompson (R-PA) and Judy Chu (D-CA) and Senator Bob Casey (D-PA) introduced the Education for Tomorrow’s Jobs Act, which would combine rigorous college preparation with workplace experience in an effort to improve student engagement, academic achievement, and success after high school. In response, Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, made the following statement:

“In today’s knowledge-based economy, the high school diploma is no longer the end point; it’s the jumping off point.

“Too many of today’s high schools are ill-equipped to prepare students for the future workforce. The legislation introduced today would support the expansion of Linked Learning, an innovative and effective strategy to eliminate the gap between what students learn in the classroom and what they learn on the job.

“By connecting strong academics, demanding technical education and real-world experience in a wide range of high-growth occupations, such as engineering, arts and media, biomedicine, and health, the Linked Learning approach helps to eliminate the gap between what students learn in the classroom and what they learn on the job. The end results are high school graduates who are better prepared to succeed in college and a career and employers who are more satisfied with their workers.

“I applaud Representatives Thompson and Chu and Senator Casey for their leadership to ensure that today’s students receive the education they need to be competitive in tomorrow’s workforce.”

Statements from sponsors of the legislation:

Representative Glenn Thompson (R-PA): “The Education for Tomorrow’s Jobs Act is about American competitiveness—an integrated approach to education that will bolster student achievement, graduation rates, college readiness and career readiness, while securing our nation’s technical job base so that we can remain globally competitive. We have seen the harmful effects of Washington’s education mandates and this bill will allow schools to put forth the framework to ensure students have both the knowledge and skills to graduate high school ready to succeed in college and careers, and live up to the fullest extent of their individual potential.”

Representative Judy Chu (D-CA): “I’m proud to reintroduce a bipartisan bill that promotes the Linked Learning approach to high school improvement that has shown dramatic results in California. By showing students the connection between school and the workplace through partnerships in high-skill, high-wage, and high-demand industries such as engineering or digital media, we can increase high school graduation rates, raise college attendance rates, and improve jobs prospects for students. The Education for Tomorrow’s Jobs Act will modernize the Elementary and Secondary Education Act to meet the needs of our changing economy and workforce.”

Senator Bob Casey (D-PA): “Young Pennsylvanians, as well as students across the country, deserve an education that helps them build the skills they need for college or a career. The Education for Tomorrow’s Jobs Act will help our students succeed in school and secure jobs in the workforce, bolstering our economy and ensuring that America remains competitive. This bill will establish partnerships between educators and area businesses to identify skill sets needed by local industry. Those skills will be integrated into the classroom experience through hands-on, project-based learning that keeps students engaged and more likely to graduate from high school.”

More information on the Education for Tomorrow’s Jobs Act is available at http://www.all4ed.org/federal_policy/legislative_updates/education_tomor....