Tag: track

  • NAEP innovations on track despite NCES layoffs

    NAEP innovations on track despite NCES layoffs

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    The U.S. Department of Education is pushing forward with innovations in the Nation’s Report Card, despite layoffs that ripped through the National Center for Education Statistics, which administers the assessment, earlier this year. 

    The National Assessment of Educational Progress, or NAEP, will be administered online and primarily on school devices going forward — as opposed to department-provided devices — after the department field tested that approach this year, according to a Federal Register notice posted Thursday.

    The notice also announced a bridge study in 2026 to compare scores from assessments using NAEP devices versus school devices. In addition, the agency announced a grade 8 science assessment pilot in 2027 for around 12,000 students attending about 308 public and private schools nationwide. 

    NCES continues to pursue cutting-edge innovations to maintain the Nation’s Scorecard as the gold standard assessment,” an Education Department spokesperson said in a Dec. 18 email to K-12 Dive. “Next year, the 2026 NAEP administration will be delivered via both school devices and NAEP provided devices — which will streamline the assessment for students, teachers, and administrators.” 

    This puts NAEP roughly on the same track for online administration as prior to the layoffs. By 2026, NAEP was expected to be device agnostic and the Education Department had said after a spring 2023 field test that it expected to pull a portion of its field staff. 

    However, remote administration — meaning offsite and device agnostic — remains elusive. While it was expected to be possible some time after 2026, a department spokesperson on Dec. 18 did not provide a more specific timeline for its launch. 

    NAEP’s planned innovations began under the leadership of Peggy Carr, the former long-time employee and commissioner of NCES fired by the Trump administration in February. The innovations were fast-tracked by the onset of COVID-19, which Carr said at the time provided “sobering lessons” when NAEP couldn’t be administered as planned in 2021 due to pandemic constraints.

    The department’s latest update on NAEP’s innovation timeline comes after U.S. Education Secretary Linda McMahon gutted the NCES office, leaving behind only a handful of employees to oversee the assessment and analyze the results. 

    However, McMahon said in April, one month after the first round of layoffs that impacted NCES, that NAEP will continue as planned in 2026

    “The Department will ensure that NAEP continues to provide invaluable data on learning across the U.S,” said McMahon in a statement then. However, former NCES employees have expressed concerns that even if the Nation’s Report Card and other congressionally mandated assessments are administered on time, the lack of staff to oversee contractors and analyze data brings into question the data quality for future assessments. 

    “That would be my concern: that NCES does not have the expertise to ensure the quality implementation of the project,” Carr, who is doing consulting work for now, told K-12 Dive on Friday.

    NCES staff would usually have handled issues such as regular and real-time troubleshooting with equipment, coordinating with superintendents and other district staff, and addressing any mistakes and challenges on the ground at schools during the administration of the assessments. The federal staffers would also oversee the scoring of the assessment and monitor that daily to ensure minimal errors.

    With most of NCES staff gone under the Trump administration’s push to “end bureaucratic bloat” in the federal government and downsize the Education Department, this means school districts may have less help during assessment time, said Carr.

    “It is all hands on deck during that six-week period,” Carr added.

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  • A track meet that pushes girls to greatness

    A track meet that pushes girls to greatness

    The crowd is electric. The starting gun goes off to begin a race, and you can hear and feel the passion of the crowd as they cheer. The announcer feeds the excitement, commentating every stride over the sound system, urging athletes to “pump those arms” and “keep moving.” It’s difficult not to get swept.

    These are the Colgate Women’s Games, the largest amateur track and field series in the United States, which kick off its 50th iteration this year with preliminary meets 28 December. 

    Watching the youngest athletes compete is witnessing sports in its purest form. There’s no pretense, calculated strategies or alternative agendas. It’s just grit, unbridled joy and the thrill of pushing their bodies to the limit. 

    Some triumph and some falter, but they all cross the finish line giving it their all, and that authenticity is what makes the Games special.

    The venue is packed wall-to-wall. Not an empty seat in sight. The athletes fill in every inch of space — so many that you can hardly see the floor beneath them. The girls wrap around what’s known at Colgate as “The Wall,” lining every side of the facility. 

    More than just a track meet

    The line of competitors is so long, it will snake around the entire facility in a sea of athletes waiting for their moment to shine.

    The fierce competitive spirit of the competitors and the crowd’s near proximity to the action combine to generate an almost tangible atmosphere. The energy doesn’t just fuel the competition, it elevates it, pushing performances to another level.

    The Colgate Women’s Games are more than just track meets. They are a gateway to opportunity that transforms lives, with more than 5,000 scholarships awarded, lifelong friendships cultivated and the start of Olympic and professional dreams, athletic and non-athletic.

    “It was some of the best memories I had at that time,” said Dalilah Muhammad, Olympic gold medalist and former 400-meter hurdles world record holder. “Just being a kid, nervous and excited at the same time, while being able to do it with your friends. For me, that was the most important aspect of it. It made me feel like I had a place that I belonged to with friends, that all wanted to be there and do the same thing.”

    The goal is to foster a robust sense of personal accomplishment and self-worth while supporting the coaches who serve as role models and mentors for the girls.

    Ideas sketched out on a napkin

    Alumni include 29 Olympians, countless national champions and current and former world and national record holders at the senior, junior and youth levels. Former competitors now work as teachers, judges, lawyers, executives and ESPN anchors. One of the most recognizable is ESPN SportsCenter anchor Amina Smith.

    The Colgate Women’s Games were the brainchild of Fred Thompson, a New York attorney and founder of a Brooklyn girls’ track club who was frustrated with the state of women’s athletics in the mid-1970s.

    Thompson was an ABC network sportscaster, and was invited to an event hosted by the Colgate-Palmolive Company — a corporate giant known for soap and toothpaste — for the unveiling of a video presentation titled “Colgate’s Women in Sports,” to air on ABC’s telecast of the newly-launched Dinah Shore golf tournament. 

    The video included a segment on Thompson’s Atoms Track Club, where girl athletes trained. In the video they talked about training as well as school, why they enjoyed running and their aspirations on and off the track. It caught the eye of Colgate President David Foster. He saw that Thompson had found a way to instill in women a drive for excellence that would carry over to college and careers. 

    Foster wanted his company to replicate in communities around the country what Thompson had done in his community. 

    “[They were talking] for a long time, scribbling some stuff on a napkin and I’m sitting there wondering what is going on?” said Cheryl Toussaint, an alum of the Atoms Track Club. Toussaint had won a silver medal in the women’s 4 × 400 meters relay at the 1972 Olympics. She is now the Meet Director of the Colgate Women’s Games, having taken over the position from Thompson.

    Getting girls to plan for their future

    But back then, the Games were just rough ideas. Thompson and the Colgate execs wanted to bolster the sport for women, give them more opportunities and provide scholarships that could be applied to any level of education.

    A pilot program at a local college gym drew a massive turnout. Colgate-Palmolive saw that with awards and scholarship opportunities, it could be something that would resonate.

    Now, the Games consist of eight events — six track distances plus shot put and high jump — in six divisions for the women to compete in.

    Competitors collect points for results in preliminary rounds, and those with the highest numbers move on to the semi-finals and the grand finale on 7 February 2026, which will be available livestream on ArmoryTrack.org

    The top six finishers in each event will receive a trophy and the top three finishers will be rewarded an additional educational scholarship in denominations of $2,000, $1,000 and $500. Special awards are also given for most outstanding and improved performances as well as most promising performance from a newcomer.

    From local to national

    All girls and women from elementary school grades 1 and up are eligible to participate in the Colgate Women’s Games. No prior experience in track and field is necessary, but all girls of school-age must be enrolled and attending school in order to participate.

    As the years continued, the Games began to grow from a local meet, to a regional meet and even a national meet where girls from states such as Georgia, Arizona and Texas would travel to New York to compete.

    But it’s the finals that set the Games apart. The finals aren’t just the last series of races; it’s a celebration, a ceremony marking the culmination of the preliminary and semifinal rounds.

    Muhammad and many other Olympians such as Nia Ali, Ajee Wilson, Natasha Hastings, Kim Thomas Barnes (Carter), Diane Dixon and Athing Mu got their start here. The Olympians produced by the Games would represent multiple nations, demonstrating their international reach.

    The Games’ impact extends beyond the track; the skills and confidence built from competing has led to careers in education, medicine, business, law, media and beyond. Some Games alumni, like basketball star Lorin Dixon, went on to excel in other sports.

    Scholarships get girls thinking about college.

    Colgate Women’s Games gives the competitors the chance to earn scholarships to college as early as Grade 1, around the age of 6 or 7, which gets parents and guardians planning that early for a college path for their daughters. If they continue competing, the scholarships accumulate.  

    If the scholarship earners opt out of college, they can apply that scholarship to career training.

    For the women who would go on to run track at the high school and collegiate level, the Games introduced them to the scoring system. The girls learn at an early age how their performance affects their score and overall placement in the meet, along with race strategies to earn the maximum number of points possible. 

    This knowledge helps when competing at the next level where point scoring is a crucial aspect to high school and collegiate track.

    Empowering women through sports

    Numerous alumni have embraced the Colgate Women’s Games’ mission of empowering young girls and women.

    Consider Olicia Williams, Games’ alum and three-time All-American at Baylor University, who after years of mentoring youth and serving the community through The Armory Foundation, along with coaching her high school and college alma mater, created Lili’s Lionesses Track Club, a program focused on enabling young women to thrive in academics, sports and personal development.

    Impact alone doesn’t ensure survival. The Games continue to thrive after 50 years because their model is built on values that extend beyond any single season or generation.

    Foremost, it’s a developmental series. Because it’s not a one-off competition, girls with no experience can come to each competition and learn as they compete. They learn they don’t need expensive equipment to participate in the sport.

    Toussaint pointed out that the series not only develops competitors from a physical standpoint; it develops them mentally. 

    “When younger girls fall down, come in last or get bumped out of competition and feel dejected, we help them understand that it’s just one day,” Toussaint said. “We tell them and their parents, this is a place to learn what you’re made of, develop your skills and improve on what you did before.”

    Eliminating barriers

    The Games are free for the competitors. This makes it different from the many track meets and running events that are surprisingly expensive

    Muhammad said that everyone is there for the right reasons. “No one’s there doing it for any type of money and that’s what makes Colgate so great,” she said. “You have great people doing it for a cause that’s bigger than themselves and it’s inspiring.”

    Thompson died in 2019 from complications of Alzheimer’s disease. But his legacy lives on through all the lives he’s helped, and he would be thrilled to see the Games’ 50th anniversary, says Toussaint. “He would cry tears of joy,” she said. 

    Women’s sports have finally surged into the mainstream. There’s WNBA stars A’ja Wilson and Sabrina Ionescu launching signature shoes that are high performing in sales, and women headlining Ultimate Fighting Championship events and selling out arenas. There’s Serena Williams transcending sport to become a global icon. But it’s important to remember that this success didn’t emerge spontaneously. It was built by pioneers who invested in women athletes long before it was profitable or popular.

    The Colgate Women’s Games belong in that conversation as a cornerstone of women’s sports.


    Questions to consider:

    1. What is one thing about the Colgate Women’s Games that makes it different from other track and field competitions for women?

    2. How can sports help girls off the field?

    3. In what ways can competition be both good and bad?



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  • Undergraduate enrollment on track to increase for third straight year

    Undergraduate enrollment on track to increase for third straight year

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    Dive Brief:

    • Undergraduate enrollment is on track to grow 2.4% year over year this fall, driving a 2% overall rise in higher education enrollment, according to preliminary data released Tuesday by the National Student Clearinghouse Research Center. This marks the third year in a row of undergraduate enrollment growth.
    • Graduate enrollment stayed largely level — up 0.1% compared to the year prior. Enrollment in master’s programs, which host almost two-thirds of this fall’s graduate students, declined by 0.6%. Conversely, doctoral-level programs saw a 1.1% increase in students.
    • The clearinghouse also found that students’ choice of studies is shifting. Enrollment in computer and information sciences dropped this fall — ranging from a 5.8% decline at two-year institutions to a 15% nosedive in graduate programs — while numbers of health and trade majors rose.

    Dive Insight:

    Enrollment increased in both shorter-term programs and those that prepare students to work in the trades, the clearinghouse found.

    Two-year institutions saw a 8.3% year-over-year enrollment increase in engineering technologies and technicians programs this fall. Mechanic and repair technologies and technicians majors also grew 10.4% at those institutions.

    And enrollment rose 6.6% in undergraduate certificates and 3.1% in associate programs. Bachelor’s degrees, in comparison, saw a smaller year-over-year enrollment increase of 1.2%.

    On a call with reporters Monday, Matthew Holsapple, the clearinghouse’s senior director of research, stressed that the organization did not conduct student interviews or collect data about their enrollment motivations.

    But when asked if the decline in computer science enrollment was a side effect of the proliferation of artificial intelligence, he acknowledged that researchers “have seen the same news reports that you all have seen about challenges in the field,” such as AI-related layoffs in technology sectors. 

    “I assume students are also seeing that, and they’re using that kind of information to make their decisions,” Holsapple said.

    Like last year, community colleges once again came out the winner among institutional types this fall. Public two-year colleges saw 4% annual enrollment growth. That’s compared to 1.9% growth at public four-year institutions and 0.9% at four-year private nonprofits.

    “Students continue to gravitate towards vocational certificates and associate degrees, leaving less momentum for growth among bachelors’ seekers,” Doug Shapiro, the clearinghouse’s executive director, said in a statement.

    Tuesday’s preliminary data is based on some 8.5 million students at just under half of the U.S. postsecondary institutions that report to the clearinghouse. The report marks the organization’s first preliminary enrollment dispatch since announcing a striking methodology error early this year.

    In January, the clearinghouse said an undisclosed number of its preliminary enrollment reports had mistakenly counted some first-year college students as dual-enrolled students, who are high school students also taking college classes. That preliminary enrollment report series, called Stay Informed, began in 2020.

    As a result, its preliminary fall 2024 findings incorrectly found that first-year enrollment had declined 5%when it actually rose 5.5%.

    Holsapple said Monday that the clearinghouse did not include dual enrollment data in Tuesday’s report. It‘s the first of the group’s new preliminary enrollment series, called Clearinghouse Enrollment Insights. In a release, it said the report has “enhanced methodology, clarified reporting structure, and better connections between preliminary and final data.”

    The clearinghouse plans to release its final fall enrollment report in mid-January.

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  • On the right track – Sijen

    On the right track – Sijen

    In March 2024, in response to New Governmental mandates that all state schools (publicly funded schools) ban all mobile phones from classrooms and playgrounds during school hours, I wrote a blog piece for the Flexible Learning Association of New Zealand. It was a balanced for-and-against piece, highlights arguments for both perspectives.

    My actual views, my personal views, are somewhat different. I have no insight into the government policy space but it worries me that this is the first stage of what should be a three stage policy implementation when noone has got passed stage one.

    The mobile phone as a means of making or receiving voice calls and phone messages, possibly even SMS text messages, are not likely to be overly  intrusive. However, even this argument doesn’t survive even a cursory glance at recent history. It stands up about as well as Trump’s suggestion that without total immunity all US Presidents would be continuously harangued by their successors, as though he was the first rather than the forty-fifth to hold that office. History tells us that students survived before the advent of the mobile phone. As they had indeed survived before the introduction of the ball-point pen, the ink pen, and the chalk board.

    Stage One: removing social media

    The distinction to be made is not whether students NEED to have access to a mobile phone in order to learn, both knowledge acquisition and associatedcognitive skills, and social interpersonal and affective skills, (spolier, they do not), it is rather a question as to WHETHER mobile phones are an appropriate means of exposing progressive generations of students to emerging technologies andthe power they harness.

    Until mobile phone manufacturers take their responsibility for limiting most egregious damage created by young people’s addiction to social media andintroduce some form of ‘airflight mode’ for schools, ideally accurately GPS mapped and enforceable, the onus will be on school management, teachers and parents to enforce a ban. (Heads up to any of the major handset manufacturers, having a youth-safety mode function is a market share winner.)

    Here in New Zealand, there is strong, though largely still anecdotal, evidence that playgrounds are noisier, more energetic and happier places sincethe ban was introdced, and that in-class attention is more sustained and better managed. There are even suggestions that there is a detectable reduction in cyberbullying.

    Stage Two: infuse technology

    So, on balance taking the mobile phones, as an instrument of constant social distraction rather than as a tool for communication, out of schools makes sense. However, I would personally like to ensure that schools are supported to infuse technology throughout the curriculum. We need to consider what a technology infused school looks like, free of social media distraction. Schools might consider providing tablets for each student to ensure digital equity. Students need to learn how to manage their digital profile, articulate what a digital-twin persona might look like, express themselves digitally as well as learning just to be confident surfers, clickers and users of a wide variety oftools.

    In less economically prosperous areas of the world the mobile phone provides a personal gateway to resources and interactivity and the price we pay, as a society, is the corrosive, addictive behaviour that social media creates. In wealthier areas I believe we can throw away the baby (social media handheld devices) without losing the bathwater (digitally immersive tools).

    Stage Three: lobby handset manufacturers

    Given that there is no incentive for the social media companies to face upto their responsibilities and curtail usage of their apps, they will simply to continue, as the tobacco industry did before them and the food industry does today, to deny and deny, and obscure the worst of their excesses under the banner of ‘user choice’. We need to lobby leading device manufacturers, Apple,Samsung, Google, Sony, Motorola, Huawei, OnePlus, Nokia, Blackberry and LG,to step up and introduce serious zone based protections. And aggressively market them!

    We don’t need social media apps in schools but we do need to enable access to technology in our classrooms.

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  • Gender-Inclusive HR Strategies: Are You on the Right Track? – CUPA-HR

    Gender-Inclusive HR Strategies: Are You on the Right Track? – CUPA-HR

    by Julie Burrell | November 6, 2023

    This year’s Transgender Awareness Week (November 13-19) is an opportunity for HR pros to educate themselves about daily steps that make a more inclusive workplace. It’s also a good time to review strategies for inclusion for all employees, including those who are transgender, nonbinary, and agender, among other gender identities.

    Small Steps to a More Gender-Inclusive Workplace

    At this year’s CUPA-HR annual conference, Jon Humiston of Central Michigan University laid out some simple actions everyone can take to make gender inclusiveness a daily practice. They suggest:

    • Use gender-inclusive language when referring to groups of people. For example, use terms like “people” or “individuals” rather than “ladies and gentlemen.”
    • Pay attention to the assumptions you make about someone’s gender identity and expression.
    • Feel free to ask about pronouns or share your own pronouns, but don’t require people to share theirs, as they may be uncomfortable doing so.
    • Use “pronouns” rather than “preferred pronouns,” since it’s not a preference but an identity.
    • Do know that it’s OK if you make a mistake by accidentally misgendering someone. Apologize and move on. If you repeatedly make the same mistake, it might be time to practice. Consider using AI, like ChatGPT, as a conversation tool or asking a friend to be a practice buddy.

    HR’s Role in Creating a Gender-Affirming Culture

    Jon also proposed a framework for higher ed HR to review inclusion policies, focusing on transgender and nonbinary employees, but with potential benefits for all employees. Reviewing the following questions (adapted from sources such as CUPA-HR and Out & Equal toolkits) will help you identify potential gaps in your institution’s efforts to be gender inclusive.

    Policies and Procedures

    • Do you have a non-discrimination policy that includes sexual orientation, sex (or biological sex), gender identity and gender expression?
    • Do you allow employees to identify their gender outside of the gender binary?
    • Do you have a name-in-use policy or chosen-name policy that is easy to access and navigate?
    • Do systems such as software allow for gender pronouns to be included?
    • Does health insurance cover benefits for transgender and nonbinary employees?
    • Is gender-inclusive language used in internal and external materials (marketing, job ads, etc.)?
    • Are gender-inclusive bathroom locations shared with all potential employees during the interview process and all new employees?

    Programmatic Support

    • Do you have an Employee Resource Group for LGBTQIA+ employees?
    • Do you have LGBTQIA+ safe-zone training available for all employees?

    Visibility

    • Does your institution publicly show its support of LGBTQIA+ communities during Pride Month, National Coming Out Day, National Day of Silence, etc.?
    • Does your institution publicly address hate and bias crimes that occur, or have a plan for doing so?
    • Does your institution have a presence at local LGBTQIA+ pride events?

    Making the Case for Gender Inclusion

    Policies that support LGBTQIA+ employees benefit all employees.

    For example, flexible work arrangements are desired by two-thirds of the higher ed workforce, yet most campus staff members must work on-site. For employees experiencing misgendering at work or in public, a day working from home might provide them the respite they need from the exhaustion of being misgendered or experiencing gender dysphoria.

    Both job seekers and current employees want their workplace cultures to be inclusive. According to a recent Workhuman study, 72 percent of employees see this as somewhat or very important to them. Inclusive cultures also promote creativity and innovation and may reduce absenteeism.

    Preventing workplace discrimination and harassment is also a matter of regulatory compliance. The EEOC recently published new proposed guidance on preventing workplace harassment, including several examples of discrimination and harassment on the basis of sexual orientation and gender identity.

    The Future of Gender Inclusion

    The makeup of the higher ed workplace won’t look the same in the years to come. The share of Americans who know someone whose gender differs from the sex they were assigned at birth continues to grow, with 44 percent of Americans saying they know someone who is trans and 20 percent saying they know someone who is nonbinary.

    If a major overhaul of institutional inclusion policies isn’t something you’re in a position to initiate, Jon suggests networking with your colleagues at other institutions to provide support, personally recognizing national days of awareness or remembrance, and encouraging allyship.

    Additional Resources

    Gender Identity and Sexual Orientation in the Workplace (CUPA-HR Toolkit)

    Assessing LGBTQI+ Inclusion in Your Workplace (Out & Equal Toolkit)

    A Guide to Gender Identity Terms

    What’s Your Pronoun? Strategies for Inclusion in the Workplace



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