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Department of Education

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Department of Education

Education is one of the 15 cabinet seats of the executive government. This cabinet

helps the president with education programs. This section ensures that students across the

country may afford quality education. Over the years, the Department has helped millions of

elementary and secondary school students with grants, scholarships, and loans. This cabinet

division oversees education (Simpson 2018). Ensuring all students have access to quality

education, receiving the education they deserve, or growing and upgrading educational

institutions and programs.

In the late 1800s, the Office of Education was created out of worry that the

Department of Education would threaten public education and have too much power. The

office included healthcare and homeland security organizations. The Education Office grew.

The fast advancement of technology in the mid-1900s raised need for federal education

funding. In the 1970s, Congress created the Department of Education. So the Department can

handle a variety of government issues (Graham 2021). Department's ideas and programs

personally built high-quality schools and helped special-needs students. Some programs are

more popular and receive more financing. Some are less important, yet they get more

attention.

A wide range of programs run by the Department touch on all levels of education.

Nearly 14,000 school districts and 55 million students are served each year by the

Department's elementary and secondary programs, which include nearly 99,000 public

schools and 33,000 private schools. More than 15 million postsecondary students receive

financial support through departmental programs, including grants, loans, and work-study

opportunities. After three years of working to streamline and consolidate services from
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kindergarten through college, the Department has saved public money, improved efficiency,

reduced administrative costs, and better served states, educational institutions, and families.

As outlined in the US Department of Education Strategic Plan for Fiscal Years 2014–

2018, the administration's vision for education is supported by Congress and states, as well as

other education stakeholders. For the benefit of the American people, government agencies

have established a variety of organizational objectives. The agency's long-term strategic goals

set forth what it wants to accomplish in order to further its mission and address critical

national challenges, problems, needs, and opportunities. Strategic objectives, including the

agency's role, help define the agency's desired outcome or management effect. 

Elementary and secondary education systems must increase their ability to

consistently deliver high-quality instruction matched with demanding academic standards and

effective support services in order to ensure that all children graduate from high school ready

for college and the workforce. College- and career-ready standards must be implemented as

soon as possible in order to meet President Obama's goal of the United States having the

greatest percentage of college graduates in the world by the year 2020. To determine whether

kids are ready for college and the workforce, high-quality, aligned examinations are

necessary.

Changes in state leadership or the legislature could have an impact on the

requirements for students to be college and career-ready. This will be a major problem for ED

in the next two years. College- and career-ready aligned exams must be implemented by

states to guarantee that all students are prepared for post-secondary success; this includes

English learners, students with disabilities and those from low-income families. ED and states

are working together to eliminate redundant and out-of-date local exams and to assist states in

developing a process and strategy for communicating the results of the 2014-2015 state
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assessment, as scores are expected to fall as a result of increased rigorousness on the part of

the assessment. Also included is assistance to states in changing student performance and

expectation benchmarks. ESEA flexibility has been the focus of ED's collaboration with

Congress, advocacy groups, education organizations, and state educational agencies. This

includes states' intents to embrace standards that prepare students for postsecondary

education and employment. It is ED's goal to help states and districts adopt the new

requirements by engaging stakeholders to discuss strategies and ask support from the outside.

A variety of government initiatives, including RTT, SIG, and ESEA flexibility, are

being used by ED to help turn around the nation's lowest-performing schools using intense

turnaround models and identifying those that have shown good evidence of success in doing

so. Ed's goal is to encourage students to think outside the box rather than simply monitor

conformity, and it focuses on supporting innovation rather than merely enforcing rules. There

must be an increase in the national high school graduation rate in order to meet President

Obama's goal of the highest percentage of college graduates again by 2020. Graduation rates

have risen across the country, but there are still substantial gaps between students from

different backgrounds in terms of graduation rates.

ESEA flexibility, SIG, RTT, and the High School Graduation Initiative (HSGI) are

just a few programs that ED uses to help states and districts raise high school graduation

rates. Coordinating these initiatives and ensuring that districts and states work together to

improve graduation rates rather than relying on separate funding streams will be a major

problem (Nagro 2022). Another difficulty is providing states with varying levels of help

based on their condition and progress in boosting graduation rates. However, while all states

have room for improvement, the graduation rates of some groups of students are significantly
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lower in some states than in others. One important issue was the incompatibility of state-by-

state graduation rate data, which ED has now resolved.

To fulfil the President's 2020 college attainment goal with limited resources, many

more college-ready high school students will be needed. Other sectors innovate to be more

efficient, faster, or more productive, often using technology. No industry is free from this

drive for innovative ideas and their advantages. Increased access to high-speed Internet and

other 21st-century infrastructure will help students and teachers. The Department will

continue to improve IT infrastructure and use. Working with Congress, a new advanced

research projects agency for education will be created to explore technical breakthroughs in

education.

An educational institution's internal feedback and monitoring procedures, grading

processes, and degree classification are all typical subjects of educational evaluations. Such

evaluations necessitate the use of competent skills, good techniques, sufficient resources, and

openness. An evaluation's ability to be accurate and fair depends on the level of intellectual

interaction with educational service providers and recipients, as well as the level of

detachment from the evaluation process. In order to maintain impartiality and integrity in the

review process, a governance framework that connects stakeholders is essential.

Technological innovations can improve learning possibilities for all children, whether

through tailored classes or compelling digital content and assessments. Technology may help

districts and schools support teachers in becoming more successful and better linked to the

tools, resources, and information kids need and help them meet more difficult college- and

career-ready standards. Students and school library media professionals can benefit from

technology's academic tools and resource-sharing networks. Technological improvements in

the classroom increase students' and librarians' access to educational tools and resource-
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sharing networks. Technology-enabled teaching and assessment systems will assist students

by providing data to improve education at all levels. All students, including those with

impairments, should access cutting-edge technology and educational methods. Leadership is

needed to spread and advertise innovative apps.

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Bibliography

Graham, Hugh Davis. "5 The Transformation of Federal Education Policy." In Exploring the

Johnson Years, pp. 155-184. University of Texas Press, 2021.

Nagro, Sarah A., Andrew Markelz, Richelle Davis, Anna Macedonia, and Kevin Monnin.

"The Evolution of Access to Education Through Landmark Legislation, Court Cases,

and Policy Initiatives Setting Precedent for The Gary B. Court Decision." Journal of

Disability Policy Studies (2022): 10442073221094806.

Simpson, Edward. "The Department of Education and Science." In The Changing

Government of Education, pp. 22-30. Routledge, 2018.