Trump administration let nearly $11 million in student aid go to unaccredited for-profit colleges
Trump administration let nearly $11 million in student aid go to unaccredited for-profit colleges
The government will pay the $100,000, and DeVos will not be personally responsible for the sum.
Ten third-party contractors were involved in collecting the loans, and the judge’s opinion notes that the Education Department didn’t do much to make sure it followed the orders, beyond sending a few emails.
It’s rare for a judge to find a Cabinet secretary in contempt of court. Sen. Elizabeth Warren, a presidential candidate, has called for DeVos to resign over this issue.
the Education Department was supposed to simply refund all the money borrowed by students who attended Corinthian during the time it was making false claims.
DeVos Won’t stop collecting loans from former students of a now-defunct chain of for-profit colleges.
$100,000 will go toward various remedies and legal expenses for students who are owed debt relief from the Education Department after Corinthian Colleges collapsed in 2014, according to the ruling.
We’re disappointed in the court’s ruling. We acknowledged that servicers made unacceptable mistakes. @BetsyDeVosED directed @FAFSA to take immediate action to help every impacted borrower. As of today, @FAFSA has taken the actions needed to make every impacted borrower whole. pic.twitter.com/10kgh63bhH
— U.S. Department of Education (@usedgov) October 25, 2019
Toby Merrill, the Harvard University lawyer and director of the Project on Predatory Student Lending who brought about the class action suit on behalf of 80,000 affected students against the Education Department. Harvard Law School
The Project on Predatory Student Lending represents the students in the lawsuit.
A. Wayne Johnson was appointed by DeVos in 2017 as chief operating officer of the Office of Federal Student Aid, which oversees the more than $1.5 trillion in student debt accrued by millions of Americans. He later moved into a different position, leading an effort to overhaul how the agency handles borrowers and lenders.
A. Wayne Johnson appointed by Secretary Betsy DeVos abruptly announced his resignation on Thursday and called for the cancellation of more than $900 billion in student loan debt.
Johnson told the outlet that repayment trends suggest that much of the outstanding debt will never be repaid and called for an overhaul of the entire student lending system.
Johnson hopes to be appointed to the Senate seat in Georgia by Gov. Brian Kemp, a Republican, but will run for the seat in the next election if he is not selected.
Johnson’s plan would forgive more debt than the plan proposed by Sen. Elizabeth Warren, D-Mass., which would cancel all debt up to $50,000 for families earning under $100,000 per year. Johnson’s plan, which has no income cap, would fall short of the plan proposed by Sen. Bernie Sanders, I-Vt., who has called for the cancellation of all student debt.
Rep. Robert C. “Bobby” Scott (D-Va.), chairman of the House Education Committee, is threatening to subpoena Education Secretary Betsy DeVos for more documents related to the department’s role in Dream Center’s actions. Scott says the agency has obstructed the committee’s investigation and refused to answer questions, as emails and letters paint a picture of a federal agency complicit in an effort to place profits before students
Balla Kouyaté plays at the National Heritage Fellowships Concert on Sept. 20 at the Shakespeare Theatre Company’s Sidney Harman Hall in Washington D.C. (Courtesy Tom Pich and National Endowment for the Arts)
As a boy in Mali, Balla Kouyaté remembers playing the balafon to motivate workers on a farm. He was so small, he had to stand on a large rock to be seen by the crowd. An opportunity like that would often provide his family with enough food for at least six months, if not a year. The bubbling, penetrating sound of this African ancestor of the xylophone was an essential part of his upbringing, as consistent as laughter, an extension of himself.
“This is a constant sound in the family,” Kouyaté said during a recent interview, “a constant sound. Like as long as we’re not sleeping, you would hear this instrument.”
Orff Schulwerk Music For Children using the bass, alto xylophone and the glockenspiel
Wednesday, October 23, 6:30 pm – 8:30 pm
65 Witherspoon Street
Princeton, NJ 08542 United States
Martin Koenig arrived in Bulgaria in 1966 at age 27 with letters of recommendation from fellow recordist Alan Lomax and anthropologist Margaret Mead, an educator and cultural documentarian determined to study the folk dances of rural communities throughout the country. As he travelled, absorbing the culture and speaking with the people he encountered, Koenig became captivated by the earthy and ancient, yet very much alive, music he heard all around him. He recorded the music he was exposed to, and took photographs of not only dancers, but the village singers and musicians as well as those going about their daily lives around these hotbeds of creative expression. Enraptured with the people of Bulgaria, their way of life and the art they made, he returned several times between 1966 and ‘79, documenting everything he could.
Sound Portraits from Bulgaria: A Journey to a Vanished World
Thursday, October 17, 2019, 6 p.m.
New York Public Library for the Performing Arts, Dorothy and Lewis B. Cullman Center, Bruno Walter Auditorium
Fully accessible to wheelchairs
Free – Online Reservation required
For over two decades, starting in the mid-1960s, ethnographer and Balkan dance specialist, Martin Koenig researched and documented traditional Bulgarian music and dance forms in their original settings. To celebrate the 50th Anniversary of the Center for Traditional Music and Dance, Koenig comes to the Library to reveal a forgotten and vanishing culture with archival photographs and audio.
Reserve your general admission seat HERE starting September 17th, 2019.
Free General Admission Ticket
FM assistive listening devices available upon request with one week minimum advance notice.
Call 212-340-0918 or 212-340-0951 to request these devices.
ASL interpretation and real-time (CART) captioning available upon request. Please submit your request at least two weeks in advance by emailing firstname.lastname@example.org.
Roots of Folkdance
Hoedowns are the roots of southern square dancing. Jamison
Roots of Folkdance
other world cultures. ROOTS OF MODERN DANCE Performing Arts Dance
Educational CyberPlayGround: TRAUDE SCHRATTENECKER and Karen Ellis Biographical…
Toronto starting in 1970. Dance creates and develops rhythmical
Educational CyberPlayGround: Motivating children towards music by Greta Pedersen
in the marching band and dance band music of the day, which was
By Susan Dominus
n 1969, Margaret Rossiter, then 24 years old, was one of the few women enrolled in a graduate program at Yale devoted to the history of science. Every Friday, Rossiter made a point of attending a regular informal gathering of her department’s professors and fellow students. Usually, at those late afternoon meetings, there was beer-drinking, which Rossiter did not mind, but also pipe-smoking, which she did, and joke-making, which she might have enjoyed except that the brand of humor generally escaped her. Even so, she kept showing up, fighting to feel accepted in a mostly male enclave, fearful of being written off in absentia.
During a lull in the conversation at one of those sessions, Rossiter threw out a question to the gathered professors. “Were there ever women scientists?” she asked. The answer she received was absolute: No. Never. None. “It was delivered quite authoritatively,” said Rossiter, now a professor emerita at Cornell University. Someone did mention at least one well-known female scientist, Marie Curie, two-time winner of the Nobel Prize. But the professors dismissed even Curie as merely the helper to her husband, casting him as the real genius behind their breakthroughs. Instead of arguing, though, Rossiter said nothing: “I realized this was not an acceptable subject.”
Workers’ Tales: Socialist Fairy Tales, Fables, and Allegories from
Great Britain. Edited by Michael Rosen. 2018. Princeton: Princeton
University Press. 316 pages. ISBN: 978-0-691-17534-8 (soft cover).
Reviewed by Simon Poole
This edited collection offers a tripartite selection of tales that
use traditional stories or traditional story forms; allegorical fairy
tales and fables; and moral tales. All of which were originally
published in various British periodicals between 1884 and 1914. It
also includes fairy tale illustrations and political images of the
period, which add some further interest but are not critically
examined in any way. The tales or socialist stories themselves are
presented unaffectedly yet clearly, allowing the reader to engage in
a period and cultural form that had a defined political intent: to
make socialism attractive and intelligible to children. It is this
very intention, and the possibility for it to be critiqued, that this
publication enables. The richness of metaphor in the tales, the
shared tropes of the socialist movement, and the explicit — or as
Rosen describes it — emblematic and symbolic language is exposed to
reveal clear and moving links between art, education, and politics.
It is within the copulae of these ideas that the stories of
resistance still echo in our time, and why this publication is an
unnervingly apposite read given the current political climate.
Rosen also provides thorough and illuminating concluding sections,
which provide explicative notes on aspects of the tales; citations
for the tales; alphabetically listed, biographical information on the
authors; and contextual information on the journals that first
featured the tales.
Before chronologically presenting these tales (some written by
luminaries such as William Morris), the work contextualizes their
original manifestation and historical usage by way of a detailed and
persuasively written introduction. Persuasive, that is, in regards to
the contemporary potential of the works. As Rosen points out in his
concluding paragraph, displaying or exposing societal structures and
processes through story allows the listener or reader to see how
these structures and processes “make the majority of people’s lives
such a struggle” (18).
The introduction is an innovative means of recontextualizing the
tales for the politics of our age; it offers them as a
counterculture, an alternative perhaps to what might be described as
a media-driven, late-capitalist society that otherwise imbibes
political standpoints from seemingly and increasingly extreme or
polarized perspectives. The book as a whole, then, while indubitably
being a fascinating and thorough piece of research in itself, could
also be used pedagogically in the classroom. The value would be to
open up debate; to present alternative perspectives; to challenge the
means by which politics is communicated to young people as a static
There is, of course, a situation in which the book might have less or
become of doubtful value or success. This would be if it were read
entirely as an ad hominem argument for a political ideology. Although
it should be stressed it does not read as if it were written with
this intention, to explain, I would call upon the reasons for which
folklorist Herman Bausinger wished to ally folkloristics more with
sociology than with any other discipline. Writing just after the
growth of nationalism and fascism of the Second World War, Bausinger
(1961) recognized that a balance was desperately needed that
disconnected folklore and political nationalism; that they had had a
long and at times unfortunate relationship. The manipulation of
cultural tradition and folklore into differing political ideologies
through the ages had in his view caused tragedy after tragedy. In
short, when folkloric items are misrepresented as the “spirit of the
nation,” often through a humanistic yet romantic lens, they can be
used in a nefarious manner, irrespective of the leaning of the
political machine willing the connection.
Nonetheless, the presentation of the works in this book successfully
avoid this pitfall, due to the careful rendering of the political in
a historical way. Ambiguously, though, the tales are not entirely
historicized, in that they are highlighted as relevant still today.
As such, they could be used or positioned in a methopedagogic sense
or within a framework of critical pedagogy to consider, for example,
the governmental mandate for primary schools in the education system
of the United Kingdom to teach “British Values.” As stimuli for
debate on this topic alone, the tales have great worth.
All in all, this publication is a timely yet time-honored evocation
of the enduring issues of inequality, injustice, and exploitation.
Bausinger, Hermann. Volkskultur in der technischen Welt. Stuttgart:
W. Kohlhammer GmbH, 1961.
$123 million for 41 SEAs, LEAs, and non-profit organizations under the Education Innovation and Research (EIR) program and $1.49 million for nine entities under the Perkins Act Innovation and Modernization Grant Program.
Find changes in the number of students who were homeschooled.
Find information on the characteristics and achievement of students enrolled in public and private schools
“Student Victimization in U.S. Schools: 2017,” contains estimates of student criminal victimization at school, reports of bullying, school security measures, and student avoidance behavior.
Career and technical education (CTE) in U.S. high schools and outcomes for students who participate in these programs.
The data shows that CTE participation — especially focusing one’s studies by taking two or more CTE classes within the same career cluster — is positively correlated with both future employment and future earnings. Yet, while 77% of students take at least one CTE class while in high school, only 37% of participants focus their studies on a single career cluster.
Eight years after their expected graduation date, students who focused on career and technical education (CTE) courses while in high school had higher median annual earnings than students who did not focus on CTE.
Among 9th-grade public school students in 2009 who went on to concentrate in CTE in high school, 94 percent graduated from high school by their expected year of graduation, and 98 percent earned their high school diplomas within three years of their expected graduation date. Among 9th-grade public school students in 2009 who were non-concentrators in high school, 86 percent had graduated from high school by 2013, and 92 percent had graduated from high school by 2016.
Schools with high default rates may lose their eligibility to participate in federal student aid programs. This year, 15 schools are subject to sanctions, including one public, one private, and 13 proprietary institutions.
These schools include:
Eleven of these 15 schools are subject to a loss of eligibility based on a CDR of 40% or more for one year, while seven are subject to a loss of eligibility based on a CDR of 30% or more for three years. Three schools are subject to a loss of eligibility based on a CDR of 40% or more for one year and a rate of 30% or greater for three years. In certain circumstances, schools may avoid sanctions by submitting successful appeals.
Four of the 15 schools subject to sanctions in FY 2016 were subject to sanctions in FY 2015, including Champ’s Barber School, Larry’s Barber College, Sharp Edgez Barber Institute, and United Tribes Technical College.
All institutions with a default rate that is equal to or greater than 30% must establish a default prevention task force that prepares a plan to identify the factors causing the school’s CDR to exceed 30% and submit the plan to the Department.
Halloween Songs, Halloween History, Halloween Safety, Ghost, Goblin Monster Scary Spooky Sounds, Pumpkin Facts, Celtic History, Werewolf Protection and Dracula, Ghosts and Music Holidays
The Worms Crawl In the Worms Crawl Out
Irish-English bi-lingual Film about Origins of Halloween. Halloween as it emerged from the Celtic festival of Samhain (summer’s end).
The festival of Samhain is a celebration of the Celtic festival known as Samhain (Irish pronunciation: [saun]; from the Old Irish samain) and of the harvest season in Gaelic culture.
1929 The Skeleton Dance