Category: Education

Directions In the Student Portal, look over the course home page. Review the resources in the Dashboard on the left-hand side of the screen. Scroll down and review the options under “Institution Resources.” In the middle of the page is the course weekly calendar. Each listed item in the calendar is also a hyperlink that will take you to the corresponding assignment, forum, or resource. After reviewing the layout of the home page, answer the following questions: Part A: Provide a short answer response to each prompt (two to three sentences). 1. From the course Dashboard, click on “Classroom Policies” under “Institution Resources.” This will take you to the Classroom Policies page within the Student Success Center. From there, open the “Current Classroom Policies” document. Read all the policies. Summarize the qualitative participation requirements mentioned within this document. Why is participation so important to the learning process? 2. From the course Dashboard, click on “Student Success Center” under “Institution Resources.” In the search bar, type the words “writing center.” Within the writing center results, click on “Writing Center.” Find the “Tutorials & Webinars” category, and watch the Plagiarism Prevention video. Based on this tutorial, what is your definition of plagiarism? 3. From the course Dashboard, click on “Student Success Center” under “Institution Resources.” In the search bar, type “writing center.” Within the writing center results, click on “Writing Center.” Find the “Helpful Writing Tools” category, click on “The Writing Process,” and select “Launch Page.” Scan through The College Essay process. Which part of this presentation did you find the most helpful? Why? 4. From the course Dashboard, click on “Library” and answer the following questions: • What are the librarian service hours on the weekend? • What is the toll-free phone number for the library? • What are the various options to contact the GCU librarians? • After returning to the library home page, click on “Webinar & Workshops” located in the Additional Resources. When is the next scheduled “Library Introduction” webinar? 5. From the course Dashboard, go to “Syllabus,” scroll to the bottom and review the “Participation Requirements.” What are the weekly participation requirements for the Discussion Forum? 6. From the course Dashboard, go to “Announcements” to see if there are further participation requirements outlined by your instructor. If so, what are those requirements? 7. From the course Dashboard, go to “Discussion Forums” and click on “Class Introductions.” Read your instructor’s biographical information (BIO). What is your instructor’s name? What is something you found interesting within your instructor’s BIO? 8. From the course Dashboard, click on the “Gradebook.” Find your first assignment, what is it called, when is the assignment due and how many points is it worth? Part B: Writing and Academic Resources 1. Visit the GCU Library’s website. List 2-4 resources/guides you might use during your academic journey at GCU. Explain why you find them useful and how you might use the resources/guides. 2. For the following prompts, you have been provided with an article title, a link to the article, and a partially/incomplete non-APA formatted reference. You will need to provide a fully formatted APA reference, as it would appear on a reference page. Remember your reference page includes doubled-spacing and hanging indents. See the example and use the GCU Library Guides in the topic Resources. Example: Article Title and Link: To ask Better Questions, Teach: Learning-By-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping (Link to article) Non-APA Citation: Proper APA Citation: To ask Better Questions, Teach: Learning-By-Teaching Enhances Research Question Generation More than Retrieval Practice and Concept-Mapping, by Wong, S. S. H., Lim, K. Y. L., & Lim, S. W. H. Journal of Educational Psychology, 115(6), 798–812 (2023). https://doi-org.lopes.idm.oclc.org/10.1037/edu0000802.supp (Supplemental) Wong, S. S. H., Lim, K. Y. L., & Lim, S. W. H. (2023). To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping. Journal of Educational Psychology, 115(6), 798–812. https://doi-org.lopes.idm.oclc.org/10.1037/edu0000802 Use the article link, partially and non-APA formatted reference, and the GCU APA Library Guide to create a proper APA reference for each article. Article Title and Link: Teachers as Learners and Agents of Self-Regulated Learning: The Importance of Different Teachers Competence Aspects for Promoting Metacognition (Link to article) Non-APA Citation: Proper APA Citation: Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. Teachers as Learners and Agents of Self-Regulated Learning: The Importance of Different Teachers Competence Aspects for Promoting Metacognition, Teaching and Teacher Education, 125. (2023) Article Title and Link: What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom (Link to article) Non-APA Citation: Proper APA Citation: Lee, E. O., Lacey, H. M., Van Valkenburg, S., McGinnis, E., Huber, B. J., Benner, G. J., & Strycker, L. A. (2023). What About Me? The importance of teacher Social and Emotional Learning and well-being in the classroom. Beyond Behavior, 32, https://doi-org.lopes.idm.oclc.org/10.1177/10742956221145942 Article Title and Link: How Do Teachers Benefit Society? (Link to article) Non-APA Citation: Proper APA Citation: Loveless, Becton How do teachers benefit society? From the website Education Corner Education that Matters. (2023). 3. Choose and read one of the articles from above. Discuss the importance of teaching and being a teacher. Use an APA formatted, in-text citation to support your answer. Your answer should be a paragraph in length (5-8 sentences) and use graduate-level academic writing skills, like the example below. Example: Educators have access to researched learning strategies to use for student success and engagement. One such strategy is concept mapping. Concept mapping allows learners to organize information, new and old, to show relationships with other concepts (Wong et al., 2023). Concept mapping is a learning strategy is key in transferring knowledge for student success and lifelong learning. Part C: College of Education Resources Complete the following based on information found on the College of Education (COE) page in the Student Success Center. From your course Dashboard, click on “Student Success Center.” Then click on “Colleges” in the upper-right navigation bar and select “College of Education” (Clicking the heart in the corner will save the COE page to your dashboard.) 1. Explore the “Categories” under the “Program and Course Resources” that are applicable to your program of study. List five resources you may use during your academic journey, classroom experiences, and if applicable, clinical field experiences and student teaching. 2. Under “Program and Course Resources,” click on the “Practicum/Field Experience” category and locate the self-paced module, “Practicum/Field Experience Overview Module.” After reviewing the module, provide three examples of practicum/field experience requirements. 3. Return to the “Practicum/Field Experience” category and open the “Practicum/Field Experience Field Experience Fact Sheet” or the “Practicum/Field Experience Block Visual & Activities Resource,” if available for your program. Review your required courses and compare them to the courses listed in your student portal. Additionally, note the required field experience/practicum hours, setting, and possible activities. After reviewing the document, reflect on the following: • How are you going to fit the required hours into your daily schedule? • How will these opportunities help to make you a better educator? • What do you hope to gain through these practicum/field experiences? 4. Return to the “Practicum/Field Experience” category and open the College of Education “Clinical Field Experience Handbook.” After learning about the Participant Roles that align with your program, list seven participant roles. Describe how each might help you successfully complete your practicum/field experience requirements. Part D: Personal Reflection On the College of Education page in the Student Success Center, click on the “Professional Dispositions and Educator Ethics” category. Review the “Professional Dispositions of Learners” and “Model Code of Ethics.” Answer the following questions in one paragraph (5-8 sentences) minimum for each. Include proper APA formatted in-text citations and an APA formatted reference list for each paragraph. 1. Reflect on which of the Professional Dispositions of Learners is most important to you. Rationalize your choice, sharing the application to your future professional practice. 2. Explain the importance of ethical expectations and modeling ethical practices in your future role within education. 3. Summarize each principle of the Model Code of Ethics. Share a scenario from a past experience where you had to apply principles from the Model Code of Ethics and address how important these principles are to the education profession.

Create a PowerPoint or Prezi presentation with 13 slides, providing information about the United States Constitution. to educate a group of students or adults about the core tenets listed below for an upcoming Constitution Day celebration in a school setting.
You may select a grade level 1-12, teachers, or parents as your audience. Please specify your intended audience and include other pertinent information within the speaker notes. Your presentation should be engaging and appropriate for your chosen audience.
Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words in your speaker notes per slide.
Provide slides on the following topics:
Title Slide
Basic Structure of the Constitution
The Rationale to create the United States Constitution
The Primary ‘Architect’ of the Constitution
The Powers of Congress
The Powers of the President
The Powers of Judiciary
The Concept of ‘Limited Government’
Federalism
The System of Checks and Balances
The Bill of Rights
The Constitutional Amendment Process
Reference Slide
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Gamification is a learning technology that engages students and motivates them to continue learning. Based on your readings and research, and using your own words and understanding, discuss gamification, its definition, and its benefits, provide examples, and explain the best ways to harness technology to apply gamification in different educational contexts.
Notes:
Support your discussion with examples and refer to the literature in the field. If you cite or use others’ work, don’t forget to follow proper APA 7th edition citation style BOTH in-text (short format) and in a dedicated “References” section at the bottom of your discussion to list all your references (full format).
Word limit no more than 700 words, excluding the references section.
The similarity rate in Turnitin must not exceed 15%.
To see the grading rubric, check the continuous assessment strategy in the common resources.

Part 1 Review this week’s resources on dyslexia including the PDF, “What is Structured Literacy? By Carolyn Cowen. This resource demonstrates how the elements of a structured literacy approach work together using phonology, sound symbol association, syllables, morphology, syntax, and semantics. There is also pertinent information regarding how structured literacy elements are taught using systematic & cumulative, explicit, and diagnostic principles. TO COMPLETE: Prepare a lesson for the struggling reader you have been working with or a student with characteristics of dyslexia using evidence-based practices found in the learning resources. The lesson should include at least 2 evidence-based instructional strategies based on a structured literacy approach. Implement the lesson within your field experience classroom early in the week. After reviewing this information and teaching your lesson, write a 2–3-page paper that addresses the following: Explain the nature and symptoms of dyslexia. How can dyslexia impact instruction in reading and writing for students? Identify 2-3 resources for students who show characteristics of dyslexia and explain why these resources are relevant. How can you ensure your resources are scientifically accurate and are valid sources of research-based information. Discuss the 2 evidence-based instructional strategies based on the structure literacy approach that you implemented in your lesson. What went well and what would you change? Provide examples of how the elements and principles of a structured literacy approach impact student learning. Explain the positive outcomes of intervention and what occurs when there is a lack of intervention. ——————————————————- Part 2 Review the reading inventory, the phonics inventory, the writing sample, the observational notes, the reading attitude inventory, and any other information you have related to your focus child. TO COMPLETE: Using the Focus Child Lesson Plan Template document, design a brief lesson for your focus child that will allow them to improve in any area of weakness. Concentrate on the following aspects as you develop the plan: Emphasize support strategies in the area of listening, speaking, reading, and writing vocabularies. Consider whether this lesson would be most effective in a whole-group setting, a small group, or as independent work. Collaborate with your host teacher when designing this lesson. Concentrate on one component of literacy (phonemic awareness, phonics, vocabulary, fluency, or comprehension) in which the child demonstrated deficits. Implement your focus child lesson plan. Note your observations of the activity and assessment, as well as your feedback to the child.

Part 1 Read the Hammond and Manfra article about aligning technology and pedagogy within TPACK for Social Studies instruction. Be prepared to describe and reflect upon the three-part model (Giving, Prompting, Making) that the authors discuss for how teachers might use technology when teaching Social Studies content. Also, review TPACK articles and Ground Tech Integration from previous weeks in this course. View the virtual field experience, Social Studies Class: Lewis and Clark Expedition, and reflect on the topics listed on the Virtual Field Experience Template. Consider what content is being taught. Think about what and how the students are learning. Reflect upon how the content is being taught. What technology is being used to enhance student learning? Complete the Virtual Field Experience Template. You will use this Virtual Field Experience again on the Major Assessment for Week 6. Typically, when studying Social Studies content, students (especially upper elementary students) learn about primary and secondary sources. Watch the Primary vs. Secondary Sources video to define the differences. Websites like The Library of Congress and The National Archives provide search capabilities for students (and teacher candidates) to locate actual primary documents about content being taught. Preview these websites and locate a primary resource about the Lewis and Clark expedition. After watching the virtual field experience and analyzing the teaching episode focusing on TPACK (content, pedagogy, and technology) within the Hammond & Manfra framework (Giving, Prompting, Making), reflect on the use of technology and how or if any primary or secondary sources were used within the lesson. In your Week 6 Discussion post, be sure to include: Which pedagogical model the teacher uses (Giving, Prompting, Making) and explain why you came to that conclusion How was technology used to support diverse learners? How can background knowledge of the students impact the instructional design? Was there evidence of primary or secondary sources being used? If so, how were they used? List a primary source you found and how that might be incorporated into this lesson? How was student learning assessed in the lesson? Part 2 Write a 2- to 3-page paper addressing the following prompts: Identify the different types of data collected and shared in your educational setting. Discuss how they are shared, and input is solicited. Be sure to include a description of the types of data that is collected, who sees the data(the principal , how decisions are made for the findings from the data. Discuss several ways your educational setting can improve its use of data and increase its level of data literacy. How can your ideas guide robust research exploration in your classroom? How does data shape the way the teacher approaches student instruction? How might you or your educational setting improve the use of data? In what ways have you changed the way you think about data literacy for continuous P-12 educational improvement? What can you do to start moving your organization toward greater data literacy? How does data literacy support Action Research? _______________________________________ Part3 Review the Learning Resources on action research data collection. Write a 2- to 3-page paper addressing the following prompts: Identify multiple sources of data (i.e., at least three) and describe a plan to collect data directly related to your question in Part I. Consider both qualitative and quantitative sources (observations, field notes, teaching journal, questionnaires surveys, interviewing, artifacts, etc.). Explain why the identified data are appropriate for the issue being researched. Describe your plan of action. What will you do? How will you collect the data? When? How often? Explain how each data source will be analyzed.

Imagine your elementary school is hosting its “Back-to-School” night a few days before the beginning of the school year. As a new teacher, you are excited to meet your students, parents, and guardians. To ensure consistency among classroom teachers, your principal has asked faculty to do the following: Create an 8- to 10-slide presentation to share with parents at your “Back-to-School” night. Include the following in your presentation: Introduce yourself. Describe your behavior management plan. Describe how family support plays an important role in the success of a behavior management plan. Inform the parents of expectations for collaboration to help reinforce classroom expectations. Indicate the best ways for ongoing communication between school and home.

A major assessment for the course is developing a Unit Plan, consisting of three lesson plans that relate to a common theme. These include an Inquiry lesson plan, a Deliberation lesson plan, and a Conceptual Formation lesson plan. In this first assignment, an Inquiry lesson plan, you will be helping students to inquire into a key question in your unit. In the second assignment, a Deliberation lesson plan, you will develop a lesson that will prepare your students to deliberate and arrive at a consensus on a key issue. In the third, a Concept Formation lesson plan, you will develop a lesson that will help students build for themselves a key idea (concept). Using the New York State Social Studies K-8 Framework (for the K-5 New York State Social Studies Standards) in http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/ss-framework-k-8a2.pdf and the required lesson plan template which is attached, create an Inquiry lesson plan to help students inquire into a key question in your unit. In creating your lesson plan, please be sure to do the following:
Choose a grade between Grades K-5.
Note the pages where the Social Studies content standards for these grades are found, as follows: Kindergarten on pages 16-18 in the New York State K-8 Social Studies Framework document; Grade 1 on pages 23-26; Grade 2 on pages 32-35; Grade 3 on pages 41-44; Grade 4 on pages 52-57; and Grade 5 on pages 74-77. The New York State Social Studies Standards are indicated by numbers and letters, and the corresponding student performance objectives are indicated by arrows under these standards.
From within the pages of your chosen grade level, select one or more of the New York State Social Studies Standards and one or more of the corresponding student performance objectives. These are the standards and the performance objectives to be listed in your lesson plan under the template headings “New York State Social Studies Standards” and “Performance Objectives.” Creating your own standards or performance objectives would not be acceptable.
In creating your Inquiry Lesson Plan, please note the following:
Since the lesson plans are part of a Unit Plan (a “long-range instructional plan during which the class studies some broad topic on an ongoing basis”), the three lesson plans are to be planned for the same class and grade level and relate to a broad topic. The materials you are listing in your lesson plan need to be real. For example, if you are listing such items as videos, books, etc., you need to give titles and sources for each. This might require some research on your part.
In your lesson plan, be sure to indicate the page number of the NYS standards and performance objectives you are using when listing the New York State Social Studies Standards. In addition, please be sure to write out the particular NYS Social Studies Standard(s) completely rather than merely listing the number or letter of the standard.
A student performance objective may not be repeated in the remaining two lesson plans later in the semester, since the assumption is that the student has already been taught to master the objective. However, if a NYS Social Studies Standard has several student performance objectives listed, and you did not use all of them in a previous lesson, you may reuse the standard and the unused performance objectives that correspond to that standard.
Use the two attached Sample Inquiry Lesson Plans and the Lesson Plan Rubric and Checklist as resources.
Finally, and most importantly, make sure that there is an alignment between the Standards, Performance Objectives, Lesson Activities, and Assessments. In other words, does the content of the lesson (instructional strategies, lesson activities, and assessments) relate directly to the student performance objectives and enable students to do what the Performance Objectives say they will be able to do? PLEASE FOCUS ON GRADES 1 OR 2 LESSON PLAN TEMPLATE ATTACHED

Your boss (principal, superintendent, head of school) has recently come to you saying that there is a possible donor (or donors) willing to support an athletic facility renovation or new construction. The donor has requested an analysis of where the greatest need is within the athletic program. Your boss has asked you to prepare a Needs Assessment Report

Assessment Descriiption
An argument for nationalizing educational standards is that failing to educate students across the nation presents a national security threat; we will not be as competitive as our international competitors without a strong standardized education system. Is this a valid argument? Are there reasonable alternatives other than national education standards to protect national security? What other reasons are there for national educational standards other than promoting national security?
After answering the discussion question using at least 120 words you will then give positive feedback to the following 2 classmates on there response to the same question using at least 120 words for each.
1. The argument that failing to educate students across the nation presents a national security threat due to a lack of competitiveness with international counterparts is indeed a valid argument, though it’s not the only rationale for national educational standards. Here are some considerations:
National Security and Competitiveness: In an increasingly globalized world, where economic success and technological innovation play key roles in national security, a well-educated workforce is essential. Countries with strong educational systems are better positioned to compete in the global economy, innovate in key industries, and adapt to changing technological landscapes. Therefore, ensuring a high standard of education across the nation can contribute to national security by maintaining economic competitiveness and technological superiority.
Social Cohesion and Unity: National educational standards can help foster social cohesion and a sense of national identity by promoting a shared set of values, knowledge, and skills among students across different states and regions. This shared understanding of history, civics, and cultural heritage can contribute to a more cohesive and unified society.
Mobility and Equity: National standards can help ensure that students receive a consistent and equitable education regardless of where they live. Standardized expectations for student learning and achievement can facilitate student mobility between states and reduce disparities in educational opportunities and outcomes.
Accountability and Quality Assurance: National standards provide a framework for assessing the quality and effectiveness of education systems and holding schools, districts, and states accountable for student performance. By setting clear expectations for what students should know and be able to do at each grade level, national standards help identify areas for improvement and guide efforts to raise academic achievement.
While national educational standards can address some of these concerns, there are also alternative approaches to protecting national security and promoting educational excellence:
State-Led Initiatives: Instead of nationalizing educational standards, some argue for state-led efforts to develop rigorous academic standards tailored to the unique needs and priorities of each state. This approach allows for greater flexibility and autonomy at the state and local levels while still promoting high standards and accountability.
International Collaboration: Rather than focusing solely on national standards, countries can benefit from international collaboration and benchmarking to learn from best practices and innovations in education systems around the world. By studying successful strategies from other countries, policymakers can identify ways to improve educational outcomes and enhance national competitiveness.
Investment in Education and Innovation: National security and competitiveness are closely linked to investments in education, research, and innovation. By prioritizing investments in STEM education, workforce development, and research and development, countries can strengthen their economic competitiveness and technological capabilities without necessarily relying solely on standardized educational standards.
In summary, while national educational standards can play a role in promoting national security and competitiveness, there are alternative approaches and complementary strategies that can also contribute to achieving these goals. Ultimately, the effectiveness of any approach depends on a combination of factors, including political will, stakeholder engagement, resource allocation, and ongoing evaluation and improvement efforts.
2. I completely agree with this perspective, and I think this argument is valid. It is crucial to have a strong and consistent education system across the nation to develop greater military potential, have a productive economy, and maintain economic competitiveness on a global level (Eberstadt et al., 2022). Without a standardized education system, we might fall behind in the race for progress and development.
An article from Unicef states, “Innovation in education means solving a real problem in a new, simple way to promote equitable learning” (SESI, n.d.). A good education system helps students be creative and innovative and can help our national security. When students have a variety of subjects to study and chances to learn, they can get inspired to become scientists, engineers, and other professionals who can keep our country safe. For example, if students like science, technology, engineering, and math (STEM), they can learn the skills and knowledge they need for dealing with security problems, like hackers or new technologies.
Rather than having strict national standards, it might be better to have a more suitable way to adapt to the specific needs of different regions. This approach acknowledges that educational needs can vary a lot from one state or region to another. By allowing for more customization at the local level, we can help ensure that students receive the education that is most relevant and effective for them, while still maintaining certain guidelines or standards.
National standards can make it easier for students to move between states without experiencing major disruptions in their education. By having consistent expectations for what students should know and be able to do, regardless of where they live, we can help ensure that students are well-prepared for the next grade level or academic program, no matter where they are. This can be especially important for students whose families move frequently, as it can help them avoid falling behind or missing key learning opportunities.
Eberstadt, N., & Abramsky, E. (2022, September 30). America’s education crisis as a national security threat. American Enterprise Institute. https://www.aei.org/articles/americas-education-crisis-as-a-national-security-threat/
Strengthening Education Systems and innovation. UNICEF. (n.d.). https://www.unicef.org/education/strengthening-education-systems-innovation

The executive branch of the government is responsible for the U.S. Department of Education. What purpose does the U.S. Department of Education serve? How does this department work with States’ Departments of Education and local school districts? In your opinion, does having a U.S. Department of Education benefit K-12 education in the United States? Why or why not?
After answering the discussion question with at lease 120 words you will then respond to the following 2 classmates with positive feedback on there thoughts about the same question using at least 120 words for each respons.
1.The US department of education serves as a backbone for the United States educational structure. Like the Federal Law vs. State Law, the US education department creates a framework that encompasses the general view point and direction for states to model their education programs after. The US Department of Education representatives work with state departments that then relay information and work with local districts. Once bills have been passed through congress the changes are then made in the US framework and passed down to the state and district framework. Ultimately the state governments job is to manage problems and determine what is to happen in the local governments.
The US Department of Education serves as a valuable purpose for maintaining and keeping a national standard for education. However, this can turn problematic as not every state serves the same type of people. A lot of states are rural and suburban with few urban cities, while other cities are family urban with little rural country. Education in both of these types of states looks different based on demographic, weather and type of living. Although having a standard of expectations in education is important the US Department of Education could refine their polices to allow for more freedom among states to choose. The US Department is necessary for the national education system to maintain its structure, however, refining their policy and giving states more freedom on their policies would positively impact education as a whole. Power of State vs. Federal Government. (2009, March 5). YouTube. http://fod.infobase.com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=6187&loid=59916
2. The U.S. Department of Education (DOE) serves several purposes related to K-12 education in the United States:
It formulates federal policies and regulations concerning education, including issues such as curriculum standards, funding allocations, and educational equity initiatives.
It administers and distributes federal funding to states and local school districts, often through grants and assistance programs to support various aspects of education, from improving academic achievement to promoting teacher development.
The DOE collects and disseminates educational data and research to inform policymakers, educators, and the public about academic trends and best practices.
Through a collaborative framework, the department works closely with the States’ Departments of Education and local school districts. While the federal government sets overarching policies and provides funding, implementing these policies and programs predominantly occurs at the state and local levels. States’ Departments of Education are responsible for ensuring that federal education mandates are met within their jurisdictions and developing and implementing state-specific education policies. Local school districts, in turn, have autonomy over curriculum decisions, hiring practices, and day-to-day operations. Still, they must comply with federal and state regulations to receive funding and support.
Having a U.S. Department of Education can benefit K-12 education in the United States, although its impact may vary depending on various factors. One significant benefit is the role of the DOE in promoting educational equity and providing resources to disadvantaged students and schools. Federal funding programs such as Title I aim to address educational opportunities and outcomes disparities, which can help level the playing field for students from marginalized communities. Additionally, the DOE fosters innovation and shares best practices across states and districts through research, technical assistance, and collaboration initiatives.
However, some critics argue that the DOE’s involvement in education leads to excessive bureaucracy, unfunded mandates, and a one-size-fits-all approach that may only sometimes align with local communities’ diverse needs and priorities. Moreover, debates over the appropriate balance of federal versus state and local control in education continue to be contentious issues in education policy. Overall, while the U.S. Department of Education serves important functions in supporting and improving K-12 education, its effectiveness ultimately depends on how well it navigates the complexities of federalism, collaborates with states and localities, and addresses the evolving challenges facing the education system.
References: U.S. Department of Education. (n.d.). About ED. Retrieved from https://www.ed.gov/about
Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning. Jossey-Bass.
Orfield, G., & Lee, C. (2005). Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies. UCLA Civil Rights Project.
Carnoy, M., & Loeb, S. (2002). Does External Accountability Affect Student Outcomes? A Cross-State Analysis. Educational Evaluation and Policy Analysis, 24(4), 305–331.