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EEUU: Buenas noticias para los/las docentes de California: tribunal de apelación falla a favor de la antigüedad

América del Norte/EE.UU/Abril 2016/Fuente y Autor: Internacional de la Educación

Los/las estudiantes, los/las docentes y sus sindicatos tienen motivos de celebración después de que un tribunal de apelación revocara una decisión anterior que debilitaba gravemente la antigüedad de los/las docentes y declarara que la protección de los puestos de trabajo de los/las docentes no va en contra de una educación de calidad para los/las estudiantes.

Los jueces y juezas que examinaron el caso sostuvieron que las leyes relativas a la antigüedad no deberían alterarse y que las cuestiones relacionadas con las tareas de los/las docentes deberían ser competencia de los distritos. La decisión original declaraba que la antigüedad de los/las docentes afectaba negativamente a la calidad de la educación para estudiantes pobres y pertenecientes a minorías.

La noticia fue recibida positivamente por los sindicatos americanos de docentes, la American Federation of Teachers (AFT) y la National Education Association (NEA).

«Esta es la simple verdad: no podemos utilizar los despidos o las sanciones para conseguir escuelas de alta calidad. Estamos preparados/as para arremangarnos y trabajar duro para que cada escuela pública sea un lugar al que los padres quieran enviar a sus hijos/as, donde los/las educadores/as quieran trabajar y donde los/las niños/as desarrollen su potencial. Para ello es necesario trabajar juntos para encontrar soluciones reales en lugar de atacar a los/las educadores/as en los tribunales», dijo la Presidenta de la AFT, Randi Weingarten, que fue muy clara al hacer responsables a las personas que administran las escuelas de distrito y no los/las docentes.

La Presidenta de la NEA, Lily Eskelsen García, dijo: “La victoria de hoy fue una victoria para nuestros/as educadores/as, nuestras escuelas y, más importante, nuestros/as estudiantes”. Como Weingarten, Eskelsen García dejó claro que eliminar la antigüedad no mejora la calidad de la educación.

“Garantizar que cada estudiante recibe una buena educación es un objetivo fundamental que no puede alcanzarse despojando a nuestros/as profesores/as de sus derechos. La victoria de hoy fue una victoria para nuestros/as educadores/as, nuestras escuelas y, más importante, nuestros/as estudiantes».

La decisión unánime del Tribunal de Apelación de California se emitió el 14 de abril.

Fuente de la noticia: http://www.ei-ie.org/spa/news/news_details/3935

Fuente de la imagen: http://www.ei-ie.org/kroppr/eikropped/California_decision_146096787014609678703088.jpg

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EE.UU:BYU students investigated by school after reporting rape

América del Norte/EEUU/Abril 2016/Fuente: Associated Press/Autor: Hallie Golden

Resumen: La estudiante MacDonad, presuntamente violada, informó el delito en una oficina de la escuela. Ese mismo día, según ella explica, la oficina de código de honor, de la Universidad Brigham Young, recibió una copia del informe, lo que provocó una investigación sobre si MacDonald habría violado el código estricto de comportamiento de la escuela mormona, que prohíbe las relaciones sexuales prematrimoniales y tomar licor, entre otras cosas.

She reported the crime to the school’s Title IX office. That same day, she says, BYU’s honor code office received a copy of the report, triggering an investigation into whether MacDonald had violated the Mormon school’s strict code of behavior, which bans premarital sex and drinking, among other things.

Now MacDonald is among many students and others, including a Utah prosecutor, who are questioning BYU’s practice of investigating accusers, saying it could discourage women from reporting sexual violence and hinder criminal cases. Tens of thousands have signed an online petition calling on the university to give victims immunity from honor code violations committed in the lead-up to a sexual assault.

This week, BYU announced that in light of such concerns, the school will re-evaluate the practice and consider changes.

«I hope we have a system that people feel they can trust, particularly again the victims of sexual assault,» BYU President Kevin Worthen said in a video released Wednesday. «And that we have one that creates an environment in which we minimize the number of sexual assaults on campus.»

BYU would not say how many students who complained of sexual violence have been investigated by the honor code office or whether any of them have been punished.

In MacDonald’s case, she said BYU eventually called to tell her she hadn’t violated the code. But she said she was made to feel guilty by the university.

«For those two weeks, I wasn’t sure if they were going to decide to kick me out or what they were going to do,» she said. Two years later, no arrest has have been made in the assault case.

All BYU students must agree to abide by the honor code. Created by students in 1949, it prohibits such things as «sexual misconduct,» »obscene or indecent conduct or expressions» and «involvement with pornographic, erotic, indecent or offensive material.» Violators can be expelled or otherwise punished.

Mary Koss, a public health professor at the University of Arizona who is an expert on sexual assault, questioned whether BYU is fulfilling its legal duty under federal Title IX to support victims of sexual violence.

«The students agreed to be governed by that honor code when they came there,» she said. «But they cannot put things in their contract to students that are in violation of federal guidelines on civil rights.»

Alana Kindness, executive director of the Utah Coalition Against Sexual Assault, warned: «The impact of that practice is that students at BYU who are sexually assaulted will not report that assault.»

U.S. Education Department spokeswoman Dorie Nolt would not comment directly on BYU. But she said in an email that «schools should consider whether their disciplinary policies have a chilling effect on victims’ or other students’ reporting of sexual violence offenses.»

Some U.S. colleges with codes of conduct have an immunity clause under which they investigate and punish only the perpetrator of the more severe offense.

Madi Barney, a 20-year-old BYU student who says that she, too, was sexually assaulted and now faces an honor code investigation, started a petition last week calling for an immunity clause. More than 89,000 people have signed, some of whom said they had similar experiences at BYU, according to the petition website Care2.

Barney said that she was raped in her apartment last September by a man she met at a gym. A suspect was arrested and is awaiting trial.

Barney said she has been informed by the university that until the honor code investigation has been completed, she cannot sign up for any more classes after this semester. She has filed a Title IX sex-discrimination complaint against BYU with the Education Department’s Office of Civil Rights.

The university would not comment on the case, citing federal privacy law. The Associated Press doesn’t normally identify possible victims of sex crimes, but Barney said she wants her name to be used so she can help change the policy.

Craig Johnson, the Utah County prosecutor assigned to the case, said the criminal investigation is being hindered by BYU’s insistence on determining if Barney broke school rules. He said his focus has been pulled away from the case because of worries Barney will move home to California and refuse to take part in hearings and interviews.

«How excited is she really going to be to come back to Utah where she was raped and her school kicked her out?» Johnson said.

However, Johnson’s bosses in the Utah County Attorney’s Office said in a statement that BYU has not harmed the case.

Fuente de la noticia: http://readersupportednews.org/news-section2/318-66/36425-byu-students-investigated-by-school-after-reporting-rape

Fuente de la imagen: http://readersupportednews.org/images/stories/article_imgs20/020721-byu-042016.jpg

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Why Cuba is an education success story and what it can teach Africa

América del Norte/EEUU/Abril 2016/Autor: Clive Kronenberg/ Fuente: theconversation.com

Resumen: Cuba toma muy en serio la educación. Se convirtió en una prioridad después de que Fidel Castro se hizo primer ministro en 1959 y esto ayudó al país a deslastrase como el más desigual del territorios del Caribe hispano, durante el periodo colonial y post colonial del siglo XX.

Cuba takes education very seriously. It became a top priority after Fidel Castro became prime minister in 1959 and this helped the country shake its mantle as the most unequal of the Hispanic Caribbean territories during both the colonial and post colonial early 20th century periods.

The foundations of Castro’s new social – and socialist – order were premised on the common understanding that only good-quality, empowering education could conquer Cuba’s acute poverty, ignorance and underdevelopment.

Cuba invested heavily to make its education system world class. By the 1980s and 1990s, the country’s educational disbursements as a ratio of gross domestic product were among the highest in the world.

Cuba has much to teach Africa about prioritising and reforming education. Its approach to education has made a unique contribution to social change. There are valuable lessons here for the continent and, as more than a decade of my research has shown, particularly for South Africa.

There are three major methods through which Cuba revolutionised teaching and learning after Castro’s socialist government came to government.

1. Literacy
The first was its celebrated 1961 Literacy Campaign, which marked in concrete terms the importance of education for an embattled society in transition. In the space of barely one year, one million illiterate people were targeted by mobilising 250,000 literacy teachers and thousands of devoted school children.

By the end of 1961, 75% of those one million had achieved rudimentary literacy. There were extensive follow-ups concentrating also on adult education.

2. Access for all
While the literacy drive was underway, school enrolments grew rapidly – and more than doubled a decade later. This was largely because education at all levels, including university and college, became free of charge.

The government launched programs for peasant girls, domestic workers, prostitutes and those who had dropped out before finishing school. These, along with the newly founded Organisation of Day Care Centres, sought to ensure that education was accessible to all. The programmes also targeted those living in remote and isolated rural communities.

Cubans’ hard work has paid off. Since the mid-1990s net primary admission has been 99% for both girls and boys, compared to 87% in the Latin American region. At that time, 94% of Cuban primary students reached grade 5, contrasting steeply with 74% in the region. Gross secondary enrolments were 78% for boys and 82% for girls, compared to 47% and 51% in the region.

3. Teachers matter
Cuba knows the importance of good teachers. During extensive fieldwork, I discovered that its teacher training institutions use wherever possible only the most-advanced, well-researched scientific teaching methods and strategies. Students generally are accepted as trainee teachers if they possess the virtues of intellect, good character, a proven commitment to social development and love for children.

At the turn of the millennium Cuba boasted the highest number of teachers per capita worldwide, 1:42. At the 2015 International Pedagogia Conference in Havana I was told by educational officials that the country’s student:teacher ratio as of 2015 is an astonishing 12:1.

Education for social change
Cuba’s methods are respected and applied way far beyond the island’s boundaries. By 2010 its literacy method had been adopted in 28 Latin American, Caribbean, African, European, and Oceanic countries. Its use had qualified millions of formerly unschooled people the world over to read and write.

From my discussions with Cuban education officials during research trips, it is obvious that the country wants struggling countries to learn from its experiences. They say it is deplorable that nearly 800 million people, two-thirds of them women, are illiterate around the world. It is likewise unpardonable that nearly 70 million children do not have access to basic schooling.

Ordinary Cubans and government officials alike argue that people’s minds must be highly developed for them to contribute to a world free of fear, ignorance and disease. Education, ultimately, empowers human beings to become seekers and guardians of progress and peace.

The Cuban government’s steadfast commitment to education is irrefutable. The island’s relatively modest economy makes its educational triumphs all the more astonishing. This sets the objective basis for more in-depth scrutiny of its methods, particularly by struggling nations.

After all, Cuba’s accomplishments are not a miracle or a coincidence. They are the outcome of years of devoted work, sacrifice and meeting crucial commitments on highly effective terms.

Fuente de la noticia: https://theconversation.com/why-cuba-is-an-education-success-story-and-what-it-can-teach-africa-50211

Fuente de la imagen: https://62e528761d0685343e1c-f3d1b99a743ffa4142d9d7f1978d9686.ssl.cf2.rackcdn.com/files/101819/width926/image-20151113-10417-vp0e9e.jpg

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EEUU: Republican Proposal Would Restrict Free Meal Programs at Thousands of America’s Poorest Schools

América del Norte/EEUU/Abril 2016/Autor: Alan Pyke/ Fuente: ThinkProgress

Resumen: Millones de estudiantes estadounidenses de bajos ingresos podrían perder el acceso a las comidas escolares gratuitas, en virtud de una propuesta que circula entre los legisladores de la Cámara. La medida podría revertir años de progreso en las comidas gratuitas en las escuelas de Estados Unidos. Miles de escuelas han ampliado su oferta de comida en los últimos años ya que los investigadores exponen el alcance de hambre de los niños.

Millions of low-income American students could lose access to free school meals under a proposal circulating among House lawmakers.

The measure would reverse years of progress on free meals in U.S. schools by setting a much higher eligibility bar for schools to start making meals free to all students. Thousands of schools have expanded their meal offerings in recent years as researchers expose the extent of child hunger — and the dividends that come from curing it inside schoolhouses.

The changes would take away schoolwide free meals programs from more than 7,000 schools that educate almost 3.4 million students in low-income areas, the Center on Budget and Policy Priorities reports. Another 11,600 schools that have not yet taken advantage of the free meals option for all students would lose access to it under the proposal. Instead of using what’s called Community Eligibility, these schools would have to reinstate individual applications and verification procedures for huge numbers of students.

The draft bill circulating in the House Education and Workforce Committee lists no author. But sources told ThinkProgress that the push to make free meals harder is coming from a specific handful of Republican congressmen on the subcommittee in charge of pre-school, primary, and secondary education issues.>

The list includes Rep. Glenn Grothman (R-WI), who has a track record of wild-eyed claims about anti-poverty programs, and Subcommittee Chair Todd Rokita (R-IN), who famously cross-examined a woman who raises her children on a $10.88 hourly wage at a 2014 hearing. Neither congressman’s office immediately returned requests for comment on the school food restrictions.

Meanwhile, the list of schools that would be affected is making some Republicans realize that the idea would have an impact in their own districts. The draft legislation has yet to be formally introduced, making it relatively easy for lawmakers to walk away from the proposed restrictions on school meals without anyone having to cast a committee vote against a colleague’s pet project.

The community eligibility system should be a winner even for fiscal conservatives. Determining free meals eligibility on a schoolwide basis rather than kid by kid lets under-funded districts «shift resources from paperwork to higher-quality meals or other educational priorities,» the CBPP report notes.

The proposal would change the definition of how poor a school district has to be before it can skip the paperwork and feed all of its students. Currently a school qualifies for community eligibility if 40 percent of its students are automatically qualified for free school meals based on their participation in another anti-poverty program. The GOP draft measure would raise that threshold to 60 percent.

Those threshold percentages are not hard-and-fast stand-ins for what share of a student body is poor enough to qualify for free meals. Automatically-qualified students are only a sub-set of the need population here, the CBPP emphasizes. Hunger experts’ rule of thumb holds that for every two students auto-enrolled in free meal programs, there’s another classmate who would qualify if she applied. As the CBPP puts it, «Schools in which 40 percent to 60 percent of students are identified as automatically eligible for free meals typically have 64 percent to 96 percent of their students approved for free or reduced-price meals.»

This GOP proposal would therefore hit schools where roughly 19 out of every 20 students likely qualifies for free meals. Yanking away cost- and time-saving schoolwide eligibility from such districts would not only chomp into their meager budgets. It would create hungry kids where there don’t need to be any.

Hungry students are distracted students. Kids growing up in high-poverty communities, even those with relative financial stability at home, have to deal with cognitive fallout that wealthier communities don’t see. And six in 10 teachers say they see hungry kids in their classrooms every single week.

Student achievement dips when kids don’t get enough nutritious food, and disciplinary issues are more likely. Hunger in schools is therefore linked to huge costs down the road, in increased need for health care, higher incarceration rates, and higher chances that poor kids become poor adults.

Fuente de la noticia: http://readersupportednews.org/news-section2/318-66/36416-republican-proposal-would-restrict-free-meal-programs-at-thousands-of-americas-poorest-schools

Fuente de la imagen: http://readersupportednews.org/images/stories/article_imgs20/020714-breakfast-students-k-12-042016.jpg

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Not All Money Troubles Are Equal, Why Blacks and Hispanics Have It Much Worse

América del Norte/EEUU/Abril 2016/Autor: Gillian B. White/ Fuente: The Atlantic

Resumen: En los Estados Unidos de América a pesar de que todos los grupos pueden sufrir de inseguridad financiera; sin embargo para los negros y los hispanos en ese país las consecuencias pueden ser mucho peor. Concretamente en lo referente a las diferencias en las estructuras educativas y familiares que representan algunas de las diferenciaciones de los salarios.

Stories like the one told in this month’s cover story—of a well-off white professional whose finances are a wreck—seem to suggest that financial calamity can strike anyone, of any race or income level, via a series of unfortunate events or financial missteps. “Financial impotence is an equal-opportunity malady, striking across every demographic divide,” writes Neal Gabler, the story’s author.

It might be true that this can happen to anyone, but for minorities, it’s far, far more likely. It’s also true that in the event of a downturn—personal or market-wide—they fall harder, faster. They have fewer resources for digging themselves out of a hole, and they are unlikely to know anyone who is much better off who could spot them the needed cash. Financial insecurity is in no way an equal-opportunity offender.

When it comes to measuring this problem, the ability to dig into one’s emergency fund to cover it is a popular heuristic. According to Pew, common emergency expenses—such as a car repair, hospital bill, or a sudden job loss—can eat up as much as $2,000. Most American households—regardless of income —don’t have that much set aside to cover such shocks. Many white families could instead turn to liquid assets, such as stocks or bonds or other savings to bridge the gap. But that’s just not possible for the majority of minorities. “Households of color are particularly fragile: A quarter of black households would have less than $5 if they liquidated all of their financial assets,” the study’s author Erin Currier, the director of financial security and mobility project at Pew Charitable Trust writes.

Such numbers are distressing but not surprising: Blacks and Hispanics continue to struggle economically. In 2013, the median white family had wealth that totaled more than $140,000, Hispanics had only $14,000. And black Americans had $11,000. People of color are less likely to belong to the seemingly safe middle class —about 45 percent and 48 percent respectively. For whites, more than half of the population, around 52 percent, is middle class. Those numbers might not seem all that far apart, but when you take a look at the median incomes within racial groups (for a family of three) the disparities become clearer: Based on 2012 data, children of white families that fall into the middle quintile of earners made around $55,000 each year. Black children whose families were also middle quintile wind up earning around $13,000 less. The median income of whites was higher than that of blacks for at each quintile. That means that even when they fall into the same economic class, these groups are still pretty far apart in terms of actual earnings, says Richard Fry, a senior researcher at the Pew Research Center.

And once in the middle class, it’s harder for black Americans to stay there. (Most mobility data is restricted to comparisons between blacks and whites and does not include Hispanics or Asian Americans.) “When comparing intergenerational economic mobility by race, the data show that more than half of African Americans raised in the middle quintile fall out of the middle as adults, compared to about a third of whites,” Currier said. “Unfortunately, there were so few black parents in the top two income quintiles that examining the economic mobility of their children is not possible,” she added.

What is driving these disparities? Part of the problem is that the ways that families accumulate wealth are stacked against blacks and Hispanics. Housing—equity in which makes up more than 60 percent of the average American household’s wealth—is a major factor. Even decades after the formal cessation of redlining, blacks and Hispanics are significantly less likely to be homeowners than their white counterparts. At the start of 2016, the homeownership for white Americans was 72 percent. For Hispanics it was 47 percent. For blacks it was 41 percent. Even for those minorities who are able to buy homes, the benefits are more muted than they are for white Americans. Why? Blacks and Hispanics are more likely to live in low-income neighborhoods, which means that their homes don’t appreciate as much as they would if they were somewhere else. But more than that, when these families do move to mostly white neighborhoods, they nevertheless tend to also suffer. In fact, studies have shown that once more than 10 percent of a neighborhood becomes populated by black households, property values begin to decline simply because of their presence.

A prime example of this inequality is the aftermath of the housing crisis. While whites are more likely to own homes, they are also more likely to own other assets. For black homeowners, however, houses account for just about all of their wealth. That means that the recession gutted nearly all of the black wealth that there was. A report from the ACLU estimates that by 2031, white families’ wealth will be about 31 percent lower because of the recession. Black families will have given up around 40 percent of their wealth.

Taxes can play a role too. According to Dorothy Brown, a professor of tax law at Emory University, some of the credits, deductions, and rules that provide windfalls for families at tax time give white families more of a boost than black or Hispanic ones. “Tax law is a political, a social, and an economic document. So of course there are going to be racial disparities.” Brown says. “To say, ‘the tax law is neutral’ is just nonsense.”

The mortgage interest deduction, for instance, which allows filers to reduce their taxable income, accounted for nearly $70 billion worth of deductions in 2013, and disproportionately helps white households, who make up the bulk of homeowners. And one credit that many assume largely helps minorities—the Earned Income Tax Credit—goes half to white people, Brown says. There are other culprits too, like the way joint returns reward or penalize couples based on earnings. “When blacks marry, they actually have their taxes go up, when whites marry, their taxes go down,” Brown says. Why is this? When couples marry and file a joint return, they can receive either a marriage bonus, which could be as high as 20 percent of their income, or be charged a marriage penalty, which could cost them as much as 12 percent, according to the Tax Foundation. The deciding factor is how close the two individuals’ incomes are: The bigger the gap the bigger the bonus. Brown says that this winds up penalizing black joint filers at a disproportionately high rate, since married black couples are more likely to have similar incomes, while households where one spouse works and the other stays home—the households that receive the biggest bonus—tend to be white. And the same goes for tax-advantaged savings accounts, like pensions and other retirement plans, which Brown says whites are more likely to have access to and to make use of, giving them a huge boost when it comes to building tax-free wealth for later in life.

In Gabler’s piece for instance, he notes that his financial predicament left him unable to pay for his children’s college education. So he turned to his own parents, who were able to provide the money for elite educations (at the cost of his own inheritance). It’s pretty unlikely than blacks or Hispanics would have access to these financial resources at all, from parents or grandparents. What’s more, windfalls like an inheritance come with tax advantages that a bonus from work or sudden jump in income don’t. It’s not just that white Americans tend to earn more, it’s that they hold more wealth: Less debt, more home equity, more stocks and bonds, more flush retirement accounts. These economic advantages accrue over time and then get passed down to the next generation, who in turn, are able to start their adult lives with a financial cushion, which can help them weather schools debt, unemployment, high rental prices, down payments, and emergencies of all varieties without doing the financially ruinous things that their peers without that backing may have to do. The lucky few who are able to do this, are, by and large, white.

The idea that parents or grandparents can swoop in to help their children buy a home, pay off a credit card, or cover the cost of college is mostly a reality for white America. That might be part of the reason that black young adults are more likely to owe on student loans (44 percent) compared to white young adults (35 percent). And sadly, a lot of the debt owed by young black and Hispanic adults is for degrees that they didn’t manage to complete, Currier says. These educational rifts, along with differences in family income and structure certainly play a part in the cyclical financial problems of minorities. But there’s more to it.

The persistent lag in wealth have been attributed to some of the same inconsistencies that account for income gaps, but they don’t explain the entire, vast discord. A 2015 report from the St. Louis Fed states, “Other factors must be in play, including early childhood experiences, parental influences and, of course, deep and historical discrimination against blacks and other minorities.”

Fry says that differences in education and family structures account for some of the differentiation in wages, but certainly not all of it. “Even when you look for equally well-educated blacks and whites there’s still a significant gap, which may point to overt discrimination,” he says. And that is especially troubling since income is the starting point for financial security in the first place. Most households get their money from working and wages—areas where minorities are historically and persistently disadvantaged.

That helps explain why blacks and Hispanics have such a hard time building wealth. “When you have low income you spend most of your money. You use it on your basic expenses, there isn’t much to save,” Fry says.

These discrepancies, in wealth and income, don’t just matter for a household’s current financial success, they set a path for what will happen for a family’s children, and grandchildren, and whether or not, over time, a family will be able to increase, or at least maintain their economic standing. But that, too, is deeply colored by race.

Fuente de la noticia: http://readersupportednews.org/news-section2/318-66/36464-not-all-money-troubles-are-equal-why-blacks-and-hispanics-have-it-much-worse

Fuente de la imagen: http://readersupportednews.org/images/stories/article_imgs20/020753-poverty-042216.jpg

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Head of Accreditor for For-profit Colleges Leaves Amid Growing Scrutiny

América del Norte/EEUU/Abril 2016/Autor: Annie Waldman/ Fuente: ProPublica

Resumen: El jefe del organismo que vigila a las universidades con problemas de fines de lucro, Consejo de Acreditación para Colegios y Escuelas -ACICS-, renunció a su cargo, según la agencia el lunes en un comunicado. La renuncia de Albert Gray, que sirvió como presidente y CEO de ACICS durante los últimos siete años, llega en un momento precario para el ente acreditador. La semana pasada, una docena de abogados estatales hicieron llamados generales al Departamento de Educación para revocar el reconocimiento del acreditador. Sin el reconocimiento, los cientos de colegios, sobre todo con fines de lucro que supervisa el acreditador, podrían perder el acceso a la ayuda federal para estudiantes que constituye la mayor parte de sus ingresos.

The head of troubled for-profit college watchdog, Accrediting Council for Independent Colleges and Schools, has stepped down, the agency said Monday in a statement.

The resignation of Albert Gray, who served as ACICS’ president and chief executive officer for the past seven years, comes at a precarious time for the accreditor.

Last week, a dozen state attorneys general called on the Department of Education to revoke the accreditor’s recognition. Without recognition, the hundreds of mostly for-profit colleges that the accreditor oversees could lose access to the federal student aid that makes up the majority of their revenue.

Citing ProPublica’s reporting, the state attorneys general said that the actions of the agency had “ruined the lives of hundreds of thousands of vulnerable students whom it was charged to protect.” Our reporting found that students at colleges accredited by ACICS were far worse off than students at other schools.

The accreditor did not provide a specific reason for Gray’s departure.

During a Senate hearing last summer, Sen. Elizabeth Warren, D-Mass, slammed Gray for ACICS’ involvement in propping up for-profit college chain Corinthian Colleges amid widespread allegations of fraud, misrepresentation and predatory lending.

“How many federal and state agencies need to file lawsuits against one of your colleges before your organization takes a second look at whether that school should be eligible for accreditation, and most importantly, federal money?” she demanded.

Gray told the committee that the investigations into Corinthian were only allegations. “All of these investigations that you’ve mentioned are just that: investigations,” said Gray. “Without outcomes from these investigations, we don’t have any evidence to take any kind of action.”

In their letter last week, the state attorneys general also expressed concern about the composition of ACICS’ board and committees, saying that its leadership raised “serious questions about potential conflicts of interests and therefore ACICS’ ability to impartially evaluate those and other schools.”

As ProPublica has reported, at least two-thirds of ACICS’ commissioners since 2010 have worked as executives at for-profit colleges while sitting on the council. And at least one-third of the commissioners came from colleges that faced heightened scrutiny, including investigations by state attorneys general and federal financial monitoring.

“This Council takes the concerns raised by a variety of external stakeholders very seriously,” said Lawrence Leak, the chair of the board of directors, in a statement. “The assurance of quality and integrity of private post-secondary education by ACICS will become stronger and more effective in light of these concerns.”

A Department of Education committee is slated to review ACICS’ accrediting status in June.

Fuente de la noticia: http://readersupportednews.org/news-section2/318-66/36436-head-of-accreditor-for-for-profit-colleges-leaves-amid-growing-scrutiny

Fuente de la imagen: http://readersupportednews.org/images/stories/article_imgs20/020727-gray-042116.jpg

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EE.UU: Brutal, abusiva e incomprensible paliza de un maestro a un indefenso alumno

 RTNoticias/Publicado: 22 abril 2016 13:13 GMT

 El video captado por un alumno en plena clase de biología recoge una pelea entre un asistente del maestro y un alumno en una escuela en el estado de Wisconsin (EE.UU.).

El asistente de un maestro de la escuela secundaria Bay View High School, en la ciudad norteamericana de Milwaukee, Estado de Wisconsin, empujó violentamente a un alumno de 14 años, sujetándolo contra el suelo, durante una clase de biología, informa el periódico ‘The New York Daily News‘.

La enconada y desigual pelea, que fue grabada por un compañero de clase, estalló en medio de una discusión. En el video se aprecia cómo el alumno levanta una pierna, antes de ser empujado sobre las sillas por el asistente, de 39 años. Además, se puede oír cómo el hombre grita improperios al adolescente mientras lo agarra por el cuello.

 En el video no se ve lo que ocurrió antes de la pelea, aunque parece que la víctima habría podido hacer comentarios ofensivos en dirección al maestro.

Tras el inccidente, el funcionario fue detenido por abuso físico, mientras que el adolescente fue trasladado a un hospital para tratarse heridas leves, según la Policía de Milwaukee.

Fuente: https://actualidad.rt.com/actualidad/205494-eeuu-maestro-empujar-alumno-suelo

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