Walking in Their Shadows: ED Officials Team Up with Principals

Posted on October 9, 2012 by Cameron Brenchley

EducationIn celebration of National Principals Month, dozens of senior ED leaders and staff members are visiting schools today, tomorrow and Thursday across the country as part of an organized effort in which federal education officials are shadowing school leaders.

These shadowing visits, in partnership with the National Association of Elementary School Principals, the National Association of Secondary School Principals and New Leaders, will offer Department staff a glimpse into the daily work of principals, while also providing principals with the opportunity to discuss how federal policy, programs, and resources impact their schools.

To complete the week-long partnership effort, principals and ED staff who participated in the job shadowing will join Secretary of Education Arne Duncan on Friday afternoon for a debrief discussion to reflect on their experiences and lessons learned. Earlier this year, ED officials shadowed fifty teachers across the country as part of Teacher Appreciation Week.

Stay tuned for stories from our participants and see a complete list of who is participating and at what location.

Cameron Brenchley is director of digital engagement at the U.S. Department of Education

Posted in Headlines, News, Teachers, Teaching Profession | Tagged , | 1 Comment

Secretary Duncan Hosts First Meeting with National Council of Young Leaders

Posted on October 9, 2012 by Samuel Ryan
Students meet with Duncan

Leaders from the National Council of Young Leaders met with Secretary Duncan as part of his regular Student Voices series. Official Department of Education photo by Leslie Williams.

They are resilient. They are smart. They are united. They have beaten the odds and last week six leaders from the National Council of Young Leaders met with Secretary Arne Duncan and Deb Delisle, assistant secretary for elementary and secondary education to share their recommendations for increasing opportunities for youth and decreasing poverty.

The National Council of Young Leaders is a newly established council with a diverse group of young people. The council, which launched on September 19, has 14 founding members ranging in ages 18-34, representing both urban and rural low- income areas, who advise policy makers, business leaders and foundations on issues affecting low-income youth and their communities.

Secretary Duncan encouraged the students to be straight forward, “We’re always trying to have a real candid conversation about what we’re doing well, and what we’re not doing well,” he said. “We feel this huge sense of urgency to improve what’s going on around the country.”

In August and September the council researched issues and used their personal experiences to create a comprehensive list of six recommendations they believe will help create safe, welcoming, opportunity-rich communities for every child born in America.

Ending the school-to-prison pipeline was of great concern to the council. Ladine Daniels shared his experience of struggling to re-enter society having been through the school-to-prison pipeline.  “One of my biggest problems with the criminal justice system,” Daniels explained. “Is that too often the time doesn’t fit the crime and we don’t have a lot of opportunities when we get out of jail because we’re still looked upon as criminals.”

What kept Daniels from re-incarceration was a mentor who introduced him to the “Pathways to a Green Economy” program. The program provides people who are ex-offenders, a single parent, or low-income the opportunity to learn marketable skills for the green economy. Secretary Duncan mentioned restorative justice concept , emphasizing repairing the harm caused by criminal behavior, which is incorporated in ED’s Correctional Education work.

Council member, Anays Antongiorgi, discussed the importance of keeping students engaged in school by providing them culturally relevant curriculum and high-quality teachers who are passionate, culturally competent and incorporate strengths-based youth development in their approaches to teaching.

“I had two teachers that were very caring, however they were teaching 200+ students so they didn’t have time to provide me with individual attention,” Antongiorgi said. “Nor did they provide classroom materials that supported my learning style.”

In reflecting on the meeting, Secretary Duncan noted that “it is powerful to see a Council with different mix of people ethnically and geographically- rural, urban, suburban speak with one voice, even though you don’t agree on everything. You are all leaders and could teach us here in Washington a thing or two.”

Read the Council’s policy call to action Recommendations to Increase Opportunity and Decrease Poverty in America.

Samuel Ryan is a regional and youth outreach associate in the Office of Communications and Outreach 

Posted in Headlines, News | Tagged , | 1 Comment

#AskFAFSA Office Hours with Secretary Arne Duncan

Posted on October 9, 2012 by Federal Student Aid

On October 12th at 4pm ET, Secretary of Education, Arne Duncan will join @FAFSA to answer your financial aid questions during the October edition of #AskFAFSA Office Hours. Maybe you have a question about completing the FAFSA or understanding your loan repayment options? Maybe you want to know more about the new resources we just launched? If you have a financial aid question for Secretary Duncan, now’s your chance to ask!

AskArneEvent_PosterHere’s how it works:

  • Have questions for @ArneDuncan You can start submitting your questions on Twitter and Facebook today. Be sure to include the #AskFAFSA  hashtag in your tweets. We will be monitoring for questions on Facebook and Twitter from now through Friday.
  • On Friday, October 12th, at 4pm ET, follow @FAFSA or the #AskFAFSA hashtag on Twitter to join the conversation. Arne will be answering your questions live. Don’t use Twitter? You can also follow along using the Twitter app on our Facebook page.
  • Can’t make the live session? A summary of #AskFAFSA Office Hours, including the full Q&A, will be posted on Storify following the event.

Posted in Federal Student Aid, Headlines, News | Tagged , | 8 Comments

Standing Up for Teachers is an International Endeavor

Posted on October 5, 2012 by Guest Blogger
2012 International Summit on the Teaching Profession

The 2012 International Summit on the Teaching Profession was held in New York City. In 2013, the Summit will be hosted by the Netherlands, OECD and EI. It will be held in Amsterdam.

Today teachers across the globe, from Budapest to Ramallah, are celebrating World Teachers’ Day. Using the theme “Taking a Stand for Teachers!” educators are meeting with students to encourage them to become teachers, holding rallies and leading discussions about the strengthening the teaching profession. Learning about these events excites me and makes me want to connect with my international peers.

In 2011, leaders in the US Department of Education did just that when they met with some of their peers from around the world at the First International Summit on the Teaching Profession. As a result of their participation in the Summit, the Department developed the RESPECT project. Over 3500 teachers provided input into the RESPECT vision statement for strengthening and elevating the teaching profession in the United States.

Building on that work, leaders gathered again in March 2012 for a second international summit.  The US participants (including Secretary Duncan, the Presidents of AFT and NEA and the Executive Director of CCSSO) developed a framework to guide their respective work. This vision aligns with RESPECT, by calling for better teacher preparation, building the capacity of teachers to share leadership and responsibility, and improving professional development for teachers and principals.

A teacher and 2010 Teaching Ambassador Fellow, Linda Yaron, recently worked with teachers in India as part of the State Department’s Teachers for Global Classrooms Program. Linda feels “that the more we can structure relevant, global experiences in and out of the classroom, the more we can deepen what it means to teach and learn in the 21st century.”

Secretary Duncan’s statement for World Teachers’ Day echoes Linda’s words. Teachers, he said, “empower students with the skills and knowledge they need to succeed in the 21st century, and they connect them to people, languages, and experiences beyond their home borders. “

As a teacher I try to prepare my students to succeed in the 21st century. Yet, on World Educator Day, I find myself inspired to model 21st century skills for my students by connecting with teachers across different languages and beyond borders at the local and global level just as Secretary Duncan did with his colleagues from around the globe at the international summits.

Do you know of ways to connect with teachers in other countries?

Lisa Clarke is 2012-2013 Washington Teaching Ambassador Fellow on loan to the Department from Kent, Washington.

Posted in Headlines, News, Teachers | Tagged | 3 Comments

Driving Productivity in Postsecondary Education Through Innovation

Posted on October 5, 2012 by Guest Blogger
Innovation Symposium

Secretary Arne Duncan and Assistant Deputy Secretary Jim Shelton discussed discuss technological innovations to improve higher education. Official Department of Education photo by Joshua Hoover.

The Department of Education (ED) seeks to encourage innovation in higher education teaching and learning to drive productivity, quality, and equity. To contribute to the national conversation in this arena, ED, in collaboration with the White House Office of Science and Technology Policy, convened 175 people at Georgetown University this week to discuss technological innovations that can be instrumental in transforming teaching and learning.

The group was intentionally diverse: college and university leaders; innovators in the education technology space; foundation officials; associations and accreditors; researchers and policy analysts as well as state and federal officials. Participants were encouraged to talk across sectors and blur any real or perceived boundaries.

Secretary of Education Arne Duncan kicked off the symposium by challenging the participants to continue to be innovative and to push ED to support innovation.  “We need to catalyze innovative changes that can be sustained and have the potential to dramatically increase completion while enhancing quality and gaining productivity,” he said.

The need to discuss innovation in teaching and learning for higher education has never been more pressing, with at least three dynamics converging at this moment in time. First, we know more than ever before about the learning sciences. Second, there is a proliferation of innovative resources that aim to transform teaching and learning, many of which take advantage of rapidly changing technology. And third, it is a time when colleges and universities are being asked to do more with less, in a climate of increased attention to affordability.

While participants reported leaving with new energy and armed with new information and tools, the symposium was not just a series of conversations. Its success is measured by the commitments made and actions taken after the event.  Near the end of the day, participants had the opportunity to gather with one another to discuss collaborations, partnerships, and commitments.  ED collected these written commitments and will follow-up with the participants to ensure that this symposium is a catalyst toward creating new momentum and broader action around innovation to drive productivity, quality and equity.

Tweets from the day:

Rosemarie Nassif is a special advisor to the Assistant Secretary in the Office of Postsecondary Education, and David Soo is policy adviser to the Under Secretary of Education

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Schools That Can

Posted on October 4, 2012 by Jim Shelton
Shelton Visits Berea Clay

Assistant Deputy Secretary Jim Shelton talks with students during a stop at Berea College in Berea, Kentucky as part of the Department's back-to-school bus tour.

For each of the last three years, Secretary Duncan has started the school year with a bus tour visiting schools and communities across the country to find what’s working in education and to hear the concerns, insights, and lessons learned from students, teachers, principals, parents, and the communities supporting them. It’s always a welcome grounding in “real education” — the kind that children and families experience everyday — versus the “education system” policymakers and pundits love to caricature and debate.

This year, I participated more fully than I have in years past — visiting schools, grantees, education reformers, and advocates in California, Missouri, and Kentucky.

In California, I watched a Sequoia High School (Redwood City) student, who entered the school as an English Learner, introduce the music video he produced with his classmates on the John Lennon Educational Tour Bus to an audience of more than 500 attendees. Sal Khan, founder of Khan Academy, then shared anecdotes of individual students, whole classes, and entire schools achieving dramatic gains and fundamentally changing learning and teaching practices.

Shelton discussing eMints

Assistant Deputy Secretary Jim Shelton discussed eMINTS during a "Education Drives America" bus tour stop at the University of Missouri.

In Missouri, I visited the New Franklin School to see Investing in Innovation (i3) Validation grantee eMINTS at work. Teachers and students were using relevant and engaging project-based and personalized learning powered by technology to improve student engagement, effort, and outcomes. A class of self-directed 5th-grade teams pursued Web quests on American Indian civilizations. High school juniors and seniors completed self-paced accounting courses. Teachers spoke of being renewed by the approach and the new tools. Everyone used words like “ownership,” “empowered,” and “independence” to describe the shift in the school’s learning culture. All of this was especially exciting after hearing from school and system leaders working hard to implement the program despite the challenges of decreased funding, lack of technology infrastructure, and burdensome regulation.

In Kentucky, I visited Sayre School, a high-performing and well-resourced independent school focused on building great character as well as providing rigorous learning opportunities. The students showed extraordinary poise and confidence as we discussed the relative strengths of their program and the infusion of technology as a new, but increasingly ubiquitous, tool. This visit served as an excellent benchmark as I traveled to rural Kentucky to visit the i3 Development and Promise Neighborhoods (PN) Implementation grantee, Berea College, to see their work at Clay County High School (CCHS).

Clay County suffers from all of the ills often associated with Appalachia; but CCHS has leveraged the PN and i3 grants to substantially increase the number of AP classes offered and multiply the number of students taking AP classes and, most importantly, passing AP exams with a score of 3 or better. They’ve used the PN grant to create more comprehensive and coherent student supports that have begun to reverse the dropout trend and increase college going.  Teachers and students spoke eloquently about the impact these efforts have had, not only on their practices, but also on their belief systems.

One student in particular helped me synthesize everything that I had seen in the past two weeks. As I was ending my visit at CCHS with a student roundtable, I asked the students what impacts the programs had on the school and them. They spoke about the access to more AP courses, the heroic efforts of the new academic specialists to keep kids in school, the impact of grant-funded college visits, and the difference tiny amounts of resources made to teachers who cared but had nothing to work with. Then one standout student I had met earlier in the day, Rex, said:

I know I talked about the AP classes; but that’s not the most important thing.  And, I know I talked about the resources—ROTC students finally having real equipment after having used brooms for years—but that’s not the most important thing. CCHS used to be an I-can’t-school… Now, we are an I-can-school… I can take AP courses. I can go to college. I can do better than my parents.

Evidenced-based programs, technology, professional development, funding — I firmly believe all these are important; but in the end, nothing is more powerful than schools, teachers, and students that believe they can.

The question that motivates me is, what combinations of tools, resources, and know-how can make every school an I-can-school?

Jim Shelton is assistant deputy secretary for innovation and improvement at the U.S. Department of Education

Click here to keep up with news and other developments of the Office of Innovation and Improvement (OII) by receiving email alerts about new posts on the OII news page. 

Posted in Back To School Tour, Back to School Tour 2012, Innovation, Promise Neighborhoods, Success Stories | Tagged , | 1 Comment

Giving Teachers Tools to Stop Bullying: Free Training Toolkit Now Available

Posted on October 4, 2012 by Deborah Temkin

Over the past three years, at our annual Federal Partners in Bullying Prevention Summits, we have heard the same call by educators-– teachers want to help stop bullying, but they don’t know how. Most try to help, but few receive training on how to do so. There are bullying prevention trainings available for teachers, but many are very expensive or not based on the best available research.

Save and Respectful LogoThat is why the Department of Education and its Safe and Supportive Technical Assistance Center, set out to create a free, state-of-the-art training for classroom teachers on bullying. The two-part training aims to help teachers know the best practices to stop bullying on the spot and how to stop it before it starts.  The training toolkit consists of PowerPoints, trainer guides, handouts, and feedback forms that school districts, schools, and teachers can use free of charge. Both the National Education Association and the American Federation of Teachers gave feedback on the modules and made suggestions on what teachers would find most useful.

The research-based training gives teachers practical steps to take to respond to bullying. These skills include how to deescalate a situation, find out what happened, and support all of the students involved. The training also shows the importance of building strong relationships in the classroom, as well as creating an environment respectful of diversity, in order to prevent bullying.

The classroom teacher toolkit is based in part on a toolkit specific to bus drivers, released in June 2011. Many states and school districts have used that toolkit; it has been used to train over 100,000 of the nation’s estimated 550,000 school bus drivers in the past year. Trainees have reported feeling better equipped to address bullying on their school buses following the training.

We hope that the districts, schools, and teachers will use this toolkit as a resource. When more people know how to stop bullying, the more likely we will be to ensure that all students are able to learn in a safe and supportive school.

Deborah Temkin is a Research and Policy Coordinator for Bullying Prevention Initiatives at the Department of Education

Posted in Headlines, News, Schools and Community, Teachers | Tagged , | 3 Comments

The State of Education

Posted on October 3, 2012 by Cameron Brenchley
Arne_Press_Club

Secretary Duncan spoke on the state of education at the National Press Club. Official Department of Education photo by Joshua Hoover.

“States and districts, schools and communities are driving more change than ever before,” Secretary Arne Duncan told reporters during a speech at the National Press Club yesterday. “Educators at every level are being more and more creative — pairing good schools with struggling schools, creating smaller, more manageable districts, and building partnerships between both high schools and colleges – and between colleges and industries,” he said.

During his speech and follow-up question and answer, Duncan reflected on the Department’s recent Education Drives America cross-country back-to-school bus tour, as well as explained how far we’ve come in last three years, and how far the country still needs to go.

On Flexibility Under No Child Left Behind

Above all there is enormous enthusiasm at the state level to build more effective accountability systems through the waiver process we began last fall – and now affecting more than 60 percent of the schoolchildren in the country in 33 states – with about 10 more in the pipeline.

Waivers are not a pass on accountability – but a smarter, more focused and fair way to hold ourselves accountable. In exchange for adopting high standards and meaningful systems of teacher support and evaluation:

  • States set ambitious but achievable targets for every subgroup.
  • More children at risk – who were invisible under NCLB – are now included in state-designed accountability systems — including low-income students, English-language learners and students with disabilities.
  • Finally, local districts decide the most effective way to intervene in underperforming schools, instead of applying rigid, top-down mandates from Washington.

On Race to the Top

Our job — for the last three and a half years – has been to support that work – to support bold and courageous reform at the state and local level. That’s what Race to the Top was all about.

We offered the biggest competitive grants in our department’s history – and 45 states raised standards and 33 states changed laws – in order to compete and accelerate student achievement. In a fascinating lesson on the power of incentives, we have seen as much reform in states that didn’t receive a nickel as in states that received tens of millions of dollars.

The fact that 45 states have now adopted internationally benchmarked, college and career-ready standards is an absolute game-changer. Virtually the entire country has voluntarily raised expectations for our children.

On Strengthening Teaching

I also know that some educators feel overwhelmed by the speed and pace of change. Teachers I speak with always support accountability and a fair system of evaluation. They want the feedback so they can get better and hone their craft.

But some of them say it’s happening too quickly and not always in a way that is respectful and fair. They want an evaluation system that recognizes out-of-school factors and distinguishes among students with special needs, gifts and backgrounds.

They certainly don’t want to be evaluated based on one test score – and I absolutely agree with them. Evaluation must be based on multiple measures.

On Investing in Education

And the choice facing the country is pretty stark – we are at a fork in the road. Some people see education as an expense government can cut in tough economic times. President Obama sees education as an investment in our future – the best investment we can make, especially in tough economic times.

Duncan ended by calling for the country to unite behind the cause of public education and realize that the solutions won’t come from one party or ideology, but that all of us need to challenge and hold ourselves accountable.

Read the entire speech here, and watch the video from C-SPAN here.

Cameron Brenchley is director of digital engagement at the U.S. Department of Education

Posted in Headlines, News, Race to the Top, Teachers | Tagged , | 7 Comments

From Farming to the Forefront of Education: A College President’s Story

Posted on October 3, 2012 by Julie Ewart
Rend Lake College President Holds a Tree

Rend Lake College President Terry Wilkerson demonstrates a process to agriculture students in a photo from his teaching days. Photos courtesy of Rend Lake College

As a teen growing up on his family’s 1,000-acre farm in southeastern Illinois, Terry Wilkerson had no plans to go college.

“At that point in my life, I didn’t see the value of an education.  I just needed to get to farming and to making a living,” said Wilkerson, recently named the president of Rend Lake College in Ina, Illinois, site of Special Assistant for Community College Sue Liu’s Sept. 19 visit during the Department’s back-to-school bus tour.

However, he never completely closed his mind to the possibilities of higher education. After much hounding by friends and family, Wilkerson registered for some classes at RLC.

“I got curious to see what it would do for me,” he explained. “The college was close to home and the class times were flexible. I could still farm.”

Wilkerson meets with others

Wilkerson, right, speaks with Special Assistant for Community Colleges Sue Liu and RLC Applied Science and Advanced Technology Division Chair Chris Nielsen during a Sept. 19 visit to Rend Lake College as part of the Back-to-School Bus Tour. Photo courtesy of Rend Lake College

For the first time, Wilkerson found himself in a room full of people who were really interested in developing a deeper understanding of agriculture, and he realized that he wanted that too. It was a good fit:  he went on to earn an associates degree in applied science at RLC; followed by a bachelor’s degree in plant and soil science and a master’s degree in agronomy, both from nearby Southern Illinois University.

He continued to farm as he pursued his college education, and successfully used knowledge he gained in school to improve his farming practices. Wilkerson soon realized that he wanted to help other farmers and future farmers to also thrive in the changing agricultural industry. He’d stayed in contact with RLC staff members, and soon landed a faculty position in the agriculture program.

“Teaching is a lot like farming. Every year there’s a new crop, and you help it grow,” said Wilkerson. “I enjoyed bringing practical lessons I learned on the farm to the classroom.”

After teaching for 11 years and then serving 4 years as RLC’s chair of the Applied Science and Technology Division, Wilkerson was selected by the college’s board to serve as its president, beginning this past July. While he’d never dreamed of achieving his current position as a teen, he’s found that the same fundamental lessons learned from a lifetime of farming help him in his role as the top executive of Rend Lake College.

“If it’s time to plant corn, it’s time to plant corn. You can’t be stagnant and do nothing,” said Wilkerson, who still farms. “Education is like that. If you stand still, you fall behind.

Julie Ewart is the Director of Communications and Outreach in ED’s Chicago Regional Office. 

Posted in Back To School Tour, Back to School Tour 2012, Community Colleges, Headlines, News, Teachers | 2 Comments

Intern at ED

Posted on October 2, 2012 by Guest Blogger

Do you have an interest in education policy analysis or research? In intergovernmental relations or public affairs? Does working with social media while learning about the role of the Federal government in education sound like your cup of tea?

If you answered yes to any of these questions, or if you think you might have a future in government or education, then an internship at the Department of Education could be for you.

Not only will an internship at ED provide an opportunity to learn first-hand about federal education policy while developing a variety of other skills, including writing, researching, communication, and time-management skills, but interns are also encouraged to participate in group intern events, such as brownbag lunches with ED officials, movie nights, and local tours. For many, one of the many advantages of an ED internship is the proximity to such historical and celebrated sites it provides via its location at our nation’s capital.

Secretary Duncan joins ED interns for a Q/A

Secretary Duncan took questions during a recent intern lunch meeting at ED. Official Department of Education photo by Leslie Williams.

ED accepts intern applications on a rolling year-long schedule, but due to the competitive nature of securing an internship at ED, applicants are encouraged to apply as soon as possible. If you are interested in interning this upcoming spring term, there are three materials you must send in  before being considered for an interview:

    1. A cover letter summarizing why you wish to work at ED and stating your previous experiences in the line of education, if any. Include here what particular offices interest you, keeping in mind that due to the volume of applications received, you may not be awarded with your first-choice office upon acceptance.
    2. An updated resume.
    3. A completed copy of the Intern Application.

Once these three documents are finalized, prospective interns should send them in one email to StudentInterns@ed.gov with the subject line formatted as follows: Last Name, First Name: Spring Intern Application.

An internship at ED is one of the best ways a student can learn about education policy and working in the civil service, but it is not limited to this definition. Your internship at ED is where you will develop crucial workplace skills that will help you down whatever career path you choose, and it is also where you will meet fellow students like yourself who share your passions for education, learning, and engagement.

Click here for more information or to get started on your application today.

Alexandra Strott is a student at Middlebury College and a recent intern in ED’s Office of Communications and Outreach

Posted in Headlines, News | Tagged | 3 Comments

Strengthening the American Workforce through Innovation

Posted on October 2, 2012 by Patrick Kerr

St. Petersburg (Fla.) College engineering and technology student Tungo Harris has a plan: “I want to get gainfully employed — and I figure I will be after this — with a decent salary,” Harris told the Tampa Bay Times. Thanks to a new $15 million grant announced last month by U.S. Secretary of Labor Hilda Solis at St. Petersburg, Harris, a Navy veteran who is recovering from a brain tumor, can now get help in fulfilling his plan.

Overall, $500 million in grants will go to almost 300 community colleges and universities around the country as part of the Trade Adjustment Assistance Community College and Career Training initiative. The grants promote skills development and employment opportunities in fields such as advanced manufacturing, transportation and health care, as well as science, technology, engineering and math careers through partnerships between training providers and local employers.

The Department of Labor is implementing and administering the program in coordination with the Department of Education. The grants announced in September are the second installment of a $2 billion, four-year initiative.”These federal grants are part of the Obama administration’s ongoing commitment to strengthening American businesses,” Solis said.

“It’s a big deal,” St. Petersburg College President Bill Law said in the same Tampa Bay Times article. His college is leading a consortium of a dozen Florida colleges in developing programs to prepare workers for advanced manufacturing jobs. “Our goal is to take the Florida college system and see if we can build on some success across the state.”

Patrick Kerr works in the ED Office of Communications and Outreach’s Region VII office, based in Kansas City, Mo.

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A New, Single Home for ED Data

Posted on September 28, 2012 by Guest Blogger

Starting today, the data sets and content you’re used to seeing on data.ed.gov can be found on education.data.gov.

(Developers: Please note that the 16 available education data APIs were already hosted by data.gov. These URLs did not change and existing applications using these APIs should not be affected.)

Digital Strategy LogoWhy the move?

In addition to saving the costs associated with hosting and maintaining a separate education data website, merging the information on data.ed.gov into the existing Data.gov Education Community will allow researchers, developers, and interested members of the public to meet all their education data needs in one central location.

Originally, we created the separate data.ed.gov portal because we wanted to provide the public with advanced features and visualization tools that were not yet available on Data.gov. Today, the Data.gov Education Community not only fully supports visualization and mapping technologies, but it benefits from the continual addition of new enhancements, tools, and features. A key new tool is an API “wizard” that will make it faster and easier to create APIs for existing and upcoming open datasets, increasing the ways developers can interact with this data.

Continue reading →

Posted in Data, News | Tagged , , | 1 Comment