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In President Obama's first address to Congress, he challenged America to meet an ambitious goal for education: By 2020, we will once again have the highest proportion of college graduates in the world. Meeting this goal is vital for securing our long-term economic security, because the country that out-educates us today will out-compete us tomorrow. We must work to ensure that all children and adults in America receive a world-class education that will prepare them to succeed in college and careers for rich and fulfilling lives in a vibrant and prosperous democracy. We often refer to the President's goal as the “North Star” for the work of the U.S. Department of Education as described in this fiscal year (FY) 2011–2014 Strategic Plan. A generation ago, we ranked first in the world in the rate of college degree attainment for 25- to 34-year-olds; now we rank 16th, and the global achievement gap is growing.1 Reaching the President's goal will require comprehensive education reforms from cradle to career, beginning with children at birth, supporting them through postsecondary education, and helping them succeed as lifelong learners who can adapt to the constant changes in the diverse and technology-driven workplaces of the global economy. Our youngest children must be in early learning environments that prepare them for success in kindergarten and beyond. We must continue to close the achievement gap and ensure that elementary and secondary school students are on track to graduate from high school ready for college and careers. Once students enroll in a postsecondary education institution—whether at a trade or technical school, community college, a liberal arts college, a state university, or a research university—we must provide support and assistance to help them complete their certificates and degrees, with grants, loans, tax credits, and work-study assistance. Doing this will equip them with the knowledge and skills to participate and engage in the nation's future. Finally, at every level of the education system, we must promote competency in the arts and sciences to promote our competitiveness in a 21st century economy. Our Strategic Plan sets specific objectives for each of these goals and explains what the Department will do to support youth, adults, families, and education professionals in meeting them.

Annual Plan, 2002-2003

United States. Department of Education. Office of the Deputy Secretary. Planning and Performance Management Service

Published: 2002

Total Pages: 139


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The passage of the No Child Left Behind Act marks the most significant shift in federal education policy in 3 5 years. It calls for a revolutionary change in the culture and values of the American educational system and a transformation in the U.S. Department of Education's (DE) accountability practices. In the coming years, the DE will lead a national campaign to change the culture of the nation's education system. To accomplish this reform, the DE set six goals: (1) create a culture of achievement; (2) improve student achievement; (3) develop safe schools and strong character; (4) transform education into an evidence-based field; (5) enhance the quality of and access to postsecondary and adult education; and (6) establish management excellence. In this report, each goal is broken down into a series of objectives that lead to concrete results. Easy-to-read charts supplement the text. The ultimate objective of this act is to improve student achievement so that individuals may contribute to our democracy, economy, and communities, and live their own American dreams.
The state of America's schools is a major concern of policymakers, educators, and parents, and new programs and ideas are constantly proposed to improve it. Yet few of these programs and ideas are based on strong research about students and teachersâ€"about learning and teaching. Even when there is solid knowledge, the task of importing it into more than one million classrooms is daunting. Improving Student Learning responds by proposing an ambitious and extraordinary plan: a strategic education research program that would focus on four key questions: How can advances in research on learning be incorporated into educational practice? How can student motivation to achieve in school be increased? How can schools become organizations capable of continuous improvement? How can the use of research knowledge be increased in schools? This book is the springboard for a year-long discussion among educators, researchers, policy makers, and the potential funders-federal, state, and private-of the proposed strategic education research program. The committee offers suggestions for designing, organizing, and managing an effective strategic education research program by building a structure of interrelated networks. The book highlights such issues as how teachers can help students overcome their conceptions about how the world works, the effect of expectations on school performance, and the particular challenges of teaching children from diverse and disadvantaged backgrounds. In the midst of a cacophony of voices about America's schools, this book offers a serious, long-range proposal for meeting the challenges of educating the nation's children.