How HBCUs Can Get Federal Sponsorship from the United States Department of Education (Editor’s Commentary)

Q2 Social Sciences
I. Toldson, Amanda Washington
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引用次数: 5

Abstract

"Ensuring that every student-from the wealthiest to the poorest and historically underserved-has access to a high-quality education is what our work is all about.... We aren't just talking the talk; we are awarding millions of dollars in grants to help institutions better serve minority students through variousprograms and services."-U.S. Secretary of Education Ame DuncanIntroductionEducational inequities that exist for African Americans underscore the need for education research programs and advocacy at historically Black colleges and universities (HBCUs). The Department of Education (ED) accounts for more revenue to HBCUs than any other federal agency-totaling more than $4.7 billion in 2013. ED is a multifaceted agency, and revenue to HBCUs comes from ED in many forms. The bulk of the funding is awarded to students to attend HBCUs in the form of grants and loans for qualifying students. ED also offers noncompetitive grants to HBCUs through the "Strengthening HBCUs program." Also known as "Title III," these noncompetitive awards, which are aimed at building the capacity of HBCUs, account for approximately $300 million of the revenue that ED awards to HBCUs.Any given year, HBCUs collectively receive between $600-$750 million from ED through grants and contracts. Because of the nature and purpose of many of the grant programs, HBCUs have been uniquely suited to receive funding from ED. The White House Initiative on HBCUs (WHIHBCUs) believes that increasing revenue to HBCUs from federal grants and contracts is vital to the long term sustainability of these institutions. By developing innovative proposals, working with HBCU liaisons at federal agencies and taking advantage of federal funding opportunities, HBCUs can increase the resources necessary to initiate and sustain vital programs.The U.S. Department of Education OverviewED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. This agency was created in 1980 by combining offices from several federal agencies. ED's 4,400 employees and $68 billion budget are dedicated to:* Establishing policies on federal financial aid for education, and distributing, as well as, monitoring those funds;* Collecting data on America's schools and disseminating research;* Focusing national attention on key educational issues; and* Prohibiting discrimination and ensuring equal access to education.For fiscal year (FY) 2016, President Obama requested $70.7 billion for ED; an increase of approximately $3.6 billion, or a 5.4 percent, in ED's discretionary funding from the previous year. ED's FY 2016 request budget targets four key areas (a) increasing equity and opportunity for all students; (b) expanding high-quality early learning programs; (c) supporting teachers and school leaders; and (d) improving access, affordability, and student outcomes in postsecondary education.According to the ED's budget proposal, improving college access and completion is an economic necessity and a moral imperative. Reclaiming the top spot in college completion is essential for maximizing both individual opportunity and our economic prosperity.White House Initiative on HBCUs' Liaison to the U.S. Department of EducationA liaison between the White House Initiative on HBCUs (WHIHBCUs) and ED works with the WHIHBCUs to organize efforts to strengthen the capacity of HBCUs through increased participation in appropriate federal programs and initiatives.Specifically, the HBCU liaison at ED helps the WHIHBCUs to:* Establish how the department or agency intends to increase the capacity of HBCUs to compete effectively for grants, contracts, or cooperative agreements and to encourage HBCUs to participate in federal programs;* Identify federal programs and initiatives in which HBCUs may be either underserved or underused as national resources, and improve HBCUs' participation therein; and* Encourage public-sector, private-sector, and community involvement with improving the overall capacity of HBCUs. …
HBCUs如何获得美国教育部联邦资助(编者评论)
“确保每个学生——从最富有的到最贫穷的,从历史上得不到充分服务的——都能获得高质量的教育是我们工作的全部内容....我们不只是说说而已;我们将拨款数百万美元,帮助学校通过各种项目和服务更好地为少数族裔学生服务。”教育部长Ame duncan引言非洲裔美国人所面临的教育不平等突出了在传统黑人学院和大学(HBCUs)开展教育研究项目和倡导的必要性。教育部(ED)给hbcu的收入比其他任何联邦机构都多——2013年总计超过47亿美元。教育署是一个多方面的机构,hbcu的收入以多种形式来自教育署。大部分资金以助学金和贷款的形式发放给进入hbcu的学生。教育部还通过“加强HBCUs项目”向HBCUs提供非竞争性资助。这些非竞争性奖励也被称为“第三标题”,旨在培养hbcu的能力,在教育局授予hbcu的收入中约占3亿美元。每年,hbcu通过拨款和合同从教育局获得6亿至7.5亿美元的资助。由于许多拨款项目的性质和目的,HBCUs特别适合从教育署获得资金。白宫HBCUs倡议(whhbcus)认为,从联邦拨款和合同中增加HBCUs的收入对这些机构的长期可持续性至关重要。通过提出创新的建议,与HBCU在联邦机构的联络人合作,利用联邦资助的机会,HBCU可以增加启动和维持重要项目所需的资源。美国教育部总览的使命是通过培养卓越的教育和确保平等的机会,促进学生的成绩和为全球竞争力做准备。该机构成立于1980年,由几个联邦机构合并而成。教育署的4400名雇员和680亿美元的预算致力于:*制定联邦教育财政援助政策,分配和监督这些资金;*收集美国学校的数据并传播研究;*将全国的注意力集中在关键的教育问题上;禁止歧视,确保受教育机会平等。在2016财政年度,奥巴马总统为ED申请了707亿美元;与去年相比,教育署的可自由支配资金增加了约36亿美元,即5.4%。教育署在2016财年预算中提出了四个关键领域的要求(a)为所有学生增加公平和机会;(b)扩大高质量的早期学习计划;(c)支持教师和学校领导;(d)提高高等教育的可及性、可负担性和学生成绩。根据教育署的预算提案,提高大学入学率和毕业率在经济上是必要的,在道德上也是必要的。重新夺回大学毕业率最高的位置,对于最大限度地提高个人机会和我们的经济繁荣至关重要。白宫hbcu倡议与美国教育部的联络白宫hbcu倡议与教育部的联络与hbcu合作,通过更多地参与适当的联邦项目和倡议,组织加强hbcu能力的努力。具体来说,教育部的HBCU联络处帮助whhbcu:*确定部门或机构如何提高HBCU有效竞争拨款、合同或合作协议的能力,并鼓励HBCU参与联邦项目;*确定HBCU作为国家资源可能得不到充分服务或利用的联邦项目和倡议,并改善HBCU在其中的参与;*鼓励公共部门、私营部门和社区参与提高hbcu的整体能力。…
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来源期刊
The Journal of Negro Education
The Journal of Negro Education Social Sciences-Anthropology
CiteScore
1.20
自引率
0.00%
发文量
0
期刊介绍: The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.
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