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GED - General Educational Development - Dump Information

Vendor : American-College
Exam Code : GED
Exam Name : General Educational Development
Questions and Answers : 513 Q & A
Updated On : April 22, 2019
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GED Questions and Answers

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GED General Educational Development

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GED exam Dumps Source : General Educational Development

Test Code : GED
Test Name : General Educational Development
Vendor Name : American-College
Q&A : 513 Real Questions

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American-College General Educational Development

American college of schooling Makes Third Straight look on list of Indiana most appropriate places to Work | killexams.com Real Questions and Pass4sure dumps

INDIANAPOLIS, Feb. 22, 2019 /PRNewswire/ -- For the third yr in a row, American faculty of schooling (ACE) became named some of the 125 top of the line locations to Work in Indiana. The elite neighborhood of corporate honorees were chosen in line with organization reviews and comprehensive employee surveys.

besides the most excellent locations to Work in Indiana honors, ACE in 2018 changed into named as one in every of simplest two Indiana employers to get hold of the prestigious When Work Works Award, which recognizes companies throughout the country who're making a splash with innovative workplace guidelines.

"ACE is ecstatic to be named an Indiana foremost place to Work yet once again," pointed out ACE President Shawntel Landry. "this is really a testomony to our dedication to our college students. Our personnel are the core of the enterprise and work hard at having an excellent way of life that focuses on amazing pupil-centric values, high productiveness, and balancing our work and private lives."

ACE's commitment to stability is made viable by modern worker merits, including a flexible far flung-work policy, paid parental depart, civic hours, and training tips.

On April 30, the corporations nominated can be invited to the finest areas to Work in Indiana Awards Dinner on the Indiana convention core in downtown Indianapolis, the place they will study their authentic rating. ACE up to now scored the No. 7 spot in the medium-sized agencies division (these with 75-249 employees nationwide) in 2018 and No. 6 in 2017.

About American school of EducationACE is a locally authorised, fully on-line faculty specializing in affordable courses in training, leadership, fitness care and nursing. Headquartered in Indianapolis, ACE presents greater than 30 creative and fascinating programs for adult students to pursue a doctorate, grasp's or bachelor's diploma, along with graduate-level certificates courses. on the grounds that launching Ed.D. and Ed.S. classes in 2013, ACE has boasted one of the country's fastest-transforming into courses at these diploma tiers. moreover being a leader in on-line education, ACE also has earned the distinct certified B agency designation. licensed B businesses are leaders of a world movement to use the energy of company to clear up social and environmental complications. study greater at www.ace.edu.

 

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training isn't making ready students for a quick-altering world | killexams.com Real Questions and Pass4sure dumps

 by Ann Kirschner and Dana Born   September 12, 2018

consideration: Your acronym of the day is VUCA.

VUCA stands for “unstable, unclear, complex, and ambiguous,” a effortless shortcut used via the defense force to explain these doubtful instances, and a framework to form its management courses.

however VUCA is a vital sign for more than defense force educators. exchange is coming at us with bewildering speed, driven by globalization, demographics, the corrosive impact of expanding inequality, and the seductive quicksilver of applied sciences starting from synthetic intelligence and blockchain to nanotechnology and quantum computing. all of us ought to be preparing for the challenges of a VUCA world.

unfortunately, because the world of labor spins faster and quicker, the realm of training has really slowed down. we have dreamed the American dream of upward mobility via schooling, but the numbers tell a unique story. We positioned an unimpressive thirty eighth out of seventy one international locations on the 2015 Programme for international scholar assessment, which measures math and science literacy and different key competencies amongst 15-year-olds worldwide. Of the 20 million currently enrolled American faculty students, most effective an estimated fifty seven % are prone to graduate. in fact, six-12 months commencement prices are the latest countrywide general for higher education, not 4. Even for people that graduate, greater than 40 percent may be underemployed, filling jobs no longer commensurate with a university training. With over 6 million jobs currently unfilled in American groups, and list-environment degrees of scholar debt, something is woefully out of whack.

Get nowadays in Opinion to your inbox: Globe Opinion's ought to-reads, brought to you every Sunday-Friday.

we have a commencement gap, an employment hole, and a abilities gap.

linked links ‘skillability’ is a mistaken model for education

These are global tendencies but most likely most acute within the united states, where we have championed faculty training for all at the identical time that we haven't paid ample consideration to the hyperlink between learning and incomes. The false choice between vocational practising and the lofty devotion to the life of the intellect is chiefly harmful to first-generation school college students with no parental protection net or networks of their personal. profession services remain the Siberia of most college campuses, visited infrequently and woefully under-resourced.

searching lower back once again at our militia analogy, there's a great deal to be realized from the closing 25 years of research on advances in defense force management building, principally the emphasis on knowledgeable building, persistent growth, utilized competencies, and the strategic shift from seeking one star chief — the ideal normal — to building constellation leadership.

We should do the equal in education: inspire our college students to be continual, lifelong, and self-directed inexperienced persons with the skill to construct collaborative capabilities networks and bring together groups that increase their personal expertise and patterns. the times are over when any entrance-loaded tuition training might provide ample gas for an extended career. These are instances that call for new fashions of management and getting to know.

The VUCA future is obvious within the form of recent coalitions between academic institutions, government, and the inner most sector, and the explosion of recent pathways to potential and certification. Starbucks sends its baristas to study online at Arizona State college. Disney pronounces that the Magic Kingdom will now aid its hourly employees with superior academic alternate options. Pluralsight and Khan Academy create networks of on-line experts offering just-in-time gaining knowledge of. AT&T companions with Udacity for desktop science “nanomasters.” Degreed identifies potential gaps and suits mid-profession gurus with the rich and transforming into array of discovering opportunities available via certificates courses, MOOCs, articles, and podcasts.

today’s students should prepare themselves for job descriptions yet unwritten. within the VUCA ambiance, there is no robot-proof most important. as an alternative, students need to steer a direction between “Will” and “Watson,” between the humanities and social sciences (as represented via William Shakespeare) and computational thinking and STEM fields (as represented with the aid of IBM Watson). here is no longer in basic terms our wishful cheerleading for literature and historical past. The skills they foster — important pondering, clear communications, empathy, and self-attention — are what employers at all times promote as simple traits for job candidates.

however the superior skill is the means to learn how to study. The aim of continual, lifelong researching is implicit in every thing that happens in training. We deserve to make it specific and intentional and revered because the most crucial preparation for an doubtful world. That readiness for a lifetime of getting to know is the “mission completed” of schooling.

This strategy raises a howl from those that rail in opposition t the “corporatization” of the college, a priority that we'll tilt too far away from research and intellectual pursuits. these fight lines are tired and anachronistic. Universities these days are engines of financial possibility, of knowledge entrepreneurship, and the irreplaceable wellspring of research and scholarship. Their institutional delight should additionally leisure on their confirmed capacity to guarantee vivid futures for college kids from all backgrounds.

It’s time to appear with fresh eyes at aligning American education with those values and a new appreciation for the VUCA imperatives. The way forward for work is the way forward for schooling.

Ann Kirschner is school professor at the city college of long island and dean emerita of Macaulay Honors school at CUNY. Dana Born is codirector for the core for Public leadership at Harvard Kennedy college of executive and professor emerita and former dean of the U.S. Air drive Academy.

long-time period trauma outcomes heavily impacted by gender and education stage | killexams.com Real Questions and Pass4sure dumps

Trauma is a leading reason for disability on this planet, resulting in additional disability-adjusted life years than every other disease. whereas in-medical institution, trauma-connected mortality has decreased to just four % in the U.S., little is wide-spread about what happens to the ninety six percent of patients who live on their trauma injuries however can also suffer debilitating long-time period results. through the practical effects and restoration after Trauma Emergencies (uniqueness) venture, Brigham and women's health facility researchers followed 1,736 trauma sufferers over 30 months to verify the long-term functional, actual, and intellectual health penalties of trauma and the elements associated with them. The distinctiveness mission's findings demonstrate that long-term sequelae of trauma exceed old expectations and identified that affected person sociodemographic components such as female gender and low training had been linked to worse healing. This suggests that social aid systems are a vital part of restoration. The findings seemed in Annals of surgery.

"For greater than two a long time, trauma surgeons and patients were hoping to exchange trauma care to be greater conscious of lengthy-term outcomes. This analyze shows that with simply incremental effort we are able to basically alternate how we verify trauma consequences, enabling a paradigm shift that allows you to improvement our patients and trauma techniques," referred to Adil Haider MD, MPH, a trauma surgeon and Kessler Director of the center for surgical procedure and Public health at Brigham and girls's clinic, and first writer of the analyze.

The forte project started according to the inability of finished opinions of lengthy-term trauma outcomes in the u.s., on the grounds that most trauma effect stories rely on trauma registry data, which handiest captures in-clinic outcomes. Recognizing the gap in trauma surveillance and great development, the national Academies of Sciences, Engineering, and medication (NASEM) advised the development of measures involving first-rate of trauma care and lengthy-term effects in their June 2016 record, "A countrywide Trauma Care gadget: Integrating armed forces and Civilian Trauma methods to achieve Zero Preventable Deaths After harm." The area of expertise mission evaluated the feasibility of a standardized method for amassing long-term affected person-pronounced results (professionals) after trauma within the U.S., starting with three degree 1 trauma facilities: Brigham and women's medical institution (December 2015), Massachusetts typical medical institution (June 2016), and Boston medical core (June 2016). for the reason that initiation of statistics collection, grownup trauma survivors admitted to the collaborating institutions with reasonable or severe injuries (injury Severity rating (ISS) ? 9) have been automatically contacted between 6-12 months after harm. With a cooperation fee of sixty five p.c (1,736 out of 2,691), interviews had been carried out by means of mobile by means of a informed member of the research team the use of a structured mobile survey in English or Spanish. the usage of institutional trauma registries, patient statistics became linked to patient-record effect measures, including work repute, excellent of existence (emotional smartly-being, recuperation and resilience, physical smartly-being, and functional engagement), actual and intellectual health, and submit-worrying stress sickness (PTSD).

The multi-middle study found that well-nigh half of the patients (forty eight percent) said physical barriers and day by day pain. Over one-third (37 %) necessary support for as a minimum one recreation of every day dwelling due to the aggravating injury, and 20 p.c screened high quality for PTSD. Of those patients who have been employed previous to damage, 40 p.c had now not returned to work on the time of observe-up. pleasant-of-existence measures similar to widespread health, physical and social functioning, and bodily ache have been additionally vastly beneath U.S. norms.

Diverging from previous analysis on brief-term consequences, specific patient sociodemographic components equivalent to gender and education, in addition to a couple of comorbidities and length of health facility dwell, had more affect in predicting lengthy-time period results than damage severity. while some studies have proven that adult females have more desirable short-time period trauma effects, this study found the female gender changed into a vital predictor of lowered long-term performance and actual health. although it is neatly widely used that training performs a big function in all fitness effects, here is the first examine to demonstrate that the connection extends to lengthy-time period useful, actual, and intellectual health effects after trauma. level of schooling, essentially the most predictive variable of long-time period effects, isn't at present captured in trauma registries. average injury severity markers were created to predict mortality and look like much less advantageous in predicting lengthy-term trauma consequences, failing to seize key elements that influence restoration.

"The forte look at presents a new and revealing window into the results of trauma patients. commonly concentrated briefly-time period good points, physicians ignore the lengthy-lasting have an effect on that sudden damage and its medication has on our patients' lives. via uniqueness, we may be in a position to consider extra and deal with more desirable," spoke of George Velmahos, MD, PhD, Division Chief of Trauma, Emergency surgery and Surgical vital Care at Massachusetts everyday medical institution and writer on the examine.

The surprising severity of the long-term penalties of nerve-racking injury makes it crucial to better be mindful the hyperlink between long-term results, its predictors, and the forms of selected trauma services and processes that may be used for interventions. The researchers motivate the collection of long-time period trauma effects with the goal of standardizing them as the American faculty of Surgeons did with in-medical institution effects through the advent of the country wide Trauma information general.

Story source:

materials provided with the aid of Brigham and ladies's clinic. word: content material could be edited for style and length.


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New General Education curriculum will prepare Tar Heels to be lifelong learners | killexams.com real questions and Pass4sure dumps

After a three-year process involving hundreds of faculty, students, staff and other key stakeholders, Carolina will have a new General Education curriculum for undergraduates beginning in fall 2021.

All undergraduates entering Carolina spend their first two years in the College of Arts & Sciences as they complete their General Education requirements — the ideas and capacities every student is required to master regardless of major.

The new IDEAs in Action curriculum — IDEA stands for Identify, Discover, Evaluate and Act — was endorsed by the UNC-Chapel Hill Faculty Council on April 12. It will replace the Making Connections curriculum adopted in 2006.

A General Education Coordinating Committee, formed in May 2016 by then-College Dean Kevin M. Guskiewicz and made up of faculty from many departments, led a series of town halls and discussions with faculty, students, alumni, staff and more to gather input and to make revisions based on that feedback.

“We tried to get the broadest engagement from as many people as possible about the new curriculum, and we worked to make sure it aligns with Carolina’s public mission and the needs of all our students,” said Andrew Perrin, a sociology professor who chaired the committee.

Guskiewicz, who is now interim chancellor, asked that the new General Education curriculum be “contemporary, innovative, inclusive and global.”

“I am grateful to all those who worked tirelessly and collaboratively to create a curriculum that hits the mark on each of these goals,” Guskiewicz said.  “Our students will thrive in this new curriculum and excel at understanding and acting on the grand challenges of our time once they graduate.”

The key words in the name of the IDEAs in Action curriculum represent what it is designed to do — to develop students’ overarching capacities to prepare them for citizenship, leadership, lifelong learning and the careers of the future.

That means equipping them “to think critically, define and frame questions, work collaboratively, solve problems, make reasoned judgments based upon facts and evidence, respond creatively to changing and uncertain situations, take risks and be resilient,” according to the curriculum proposal.

The curriculum begins with First Year Foundations, a set of courses and experiences designed to help students navigate their transition to the university environment. The curriculum proceeds through the student’s education with Focus Capacity courses, nine types of courses that convey key capacities for students that bring depth, breadth and broad skills to their general education. It incorporates flexible curricular and extracurricular experiences such as research projects, study abroad, internships and more to build upon these courses to foster Reflection and Integration throughout students’ undergraduate careers.

The curriculum moves away from the traditional approach of filling Xnumber of courses in Xnumber of subjects to one that emphasizes learning key focus capacities. Some examples of focus capacities include Quantitative Reasoning; Global Understanding and Engagement; Power, Difference and Inequality; and Engagement with the Human Past.

“Focus capacities take learning beyond the organization of knowledge by disciplinary subjects; they are disciplinary-agnostic,” Perrin said. “They are flexible, allowing students the opportunity to mold their own educational pathways, while also requiring that they encounter new and challenging ideas.”

A new requirement in the curriculum is that students must take either a First Year Seminar or a First Year Launch course. The launch courses are new — they are small faculty-led sections of a large introductory core subject course like Econ 101, for example.

College Thriving is a new required course that will introduce students to the research, resources and practical skills need to thrive in college and beyond.

Ideas, Information and Inquiry or “Triple I” courses are also required courses that are team-taught by faculty members across three disciplines and address broad themes such as “Health and Happiness” and “Death and Dying.”

First Year Launch, College Thriving and Triple I courses were all piloted in spring 2019.

In feedback about the course, a student said about College Thriving: “This course helped to open my eyes to campus life and give me a kick start into what I need to do to be successful at UNC.”

And a faculty member said about a Triple I course: “It has been inspiring and invigorating to learn from my talented colleagues, not only in terms of our topic but also with regards to teaching techniques and philosophies.”

IDEAs in Action will also emphasize experiential learning and stress high-structure active learning and other practices that have been shown to improve student outcomes.

What happens next in the process?

The goal is to roll out the curriculum for the first-year class entering in fall 2021. An implementation team, led by the Office of Undergraduate Curricula, with representation from faculty and students across campus, has been working on plans to implement the new curriculum. A resolution approved by the Faculty Council on April 12 asked the Office of Faculty Governance to set up a General Education Oversight Committee to oversee assessment, evaluation and implementation of the new curriculum.

For more information, visit the IDEAs in Action website.


Activists Spotlight Education for Development and Rights | killexams.com real questions and Pass4sure dumps

Active Citizens, Civil Society, Featured, Global, Headlines, Human Rights, Regional Categories, TerraViva United Nations

Active Citizens

This article is part of a series on the current state of civil society organisations (CSOs), which was the focus of International Civil Society Week (ICSW), sponsored by CIVICUS, and which took place in Belgrade, April 8-12.

Rilli Lappalainen, Bridge 47’s founder and steering group chairperson. Credit: A D McKenzie/IPS

BELGRADE, Apr 19 2019 (IPS) - “Communicate something to your partner in silence.”

The pairs of strangers or acquaintances who received this instruction gesticulated, smiled, shook their heads, touched their hearts and otherwise tried to transmit a message.

The exercise was meant to help diverse groups bridge communication gaps. It formed part of a series of sessions led by Bridge 47, a Finland-based organisation created “to bring people together to share and learn from each other” with the help of global citizenship education (GCED).

With 170 people taking part, and four sessions, Bridge 47 put GCED centre-stage at the recent annual International Civil Society Week (ICSW) meeting, held this year in Serbia’s capital, Belgrade, Apr. 8-12.

Co-hosted by the Johannesburg-based global civil society alliance CIVICUS and Serbian association Civic Initiatives, the event overall brought together more than 850 delegates from around the world, with Bridge 47 being the “biggest event partner”. 

Their sessions on dialogue showed how often people misconstrue what others are trying to say and how that can lead to conflict. In the exercise on silent communication, participants later explained in words what it was they’d been trying to communicate. Many of the “listeners” had got the signals wrong. 

“This meeting showed how we need to act together,” said Rilli Lappalainen, Bridge 47’s founder and steering group chairperson. “It showed how we need to allow the space for dialogue, and that dialogue is the essence of peaceful society. If we really want to make a change, we need to cooperate and communicate, rather than everyone sitting in their own box.”

Lappalainen said the name of the organisation comes from Target 4.7 of the United Nations’ Sustainable Development Goals (SDGs), set in 2015 for achievement by 2030.

Goal 4 is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

Target 4.7 is to ensure that by 2030 “all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”.

That is a mouthful, and some people may be put off by the usual UN-speak, but Lappalainen told IPS the simple message is that educators, rights defenders and civil society groups need to “join forces” across different sectors and to “build bridges”.

For the UN, an indicator of Target 4.7 is the “extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed” at all levels.

“This was the first time the UN recognised non-formal and informal education,” said Lappalainen. “Formal education is absolutely needed but it’s not enough, and we need to recognise the importance of learning outside of the school system. Part of our work is that we advocate for governments to give the space and respect for this kind of education.”

Officials say that GCED is an important system to teach mutual respect. According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), global citizenship education is a response to the continuing challenges of human rights violations, inequality and poverty that “threaten peace and sustainability”.

The agency says that GCED “works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies”.

Christopher Castle, chief of UNESCO’s section for Health and Global Citizenship Education, said in an interview that it was important for schoolchildren to be given the opportunity to think about values such as “solidarity and cooperation”.

In addition to children, global citizenship education can benefit youth and adults, says UNESCO. This learning can be provided in various ways, but the main method in most countries will be through the formal education system. As such, governments can integrate the concept either as part of existing programmes or as a separate subject.

The “values” of global citizenship have long been discussed, but the concept gathered momentum with the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012. This identified “fostering global citizenship” as one of the three priority areas of work, along with access to and quality of education.

During ICSW, participants at the Bridge 47 events included teachers, administrators and various members of civil society groups. Tom Roche, a furniture-maker from Ireland and founder of the NGO Just Forests, said the education sessions were useful in learning to create links and to navigate divides.

“We often have to work with people who have opposing views from us,” he told IPS, “We need skills to be able to understand everyone.”

Roche said that as a carpenter, he began questioning the use of imported wood in furniture-making and became concerned about the destruction of forests. Over the years, he has developed educational resources for schools in Ireland, to inform students about the effects of society’s dependence on wood, he said.

He also gives input to policies for “responsible wood procurement”, despite lack of understanding from some associates. “People used to say: ‘oh, you’re a tree-hugger’, and I would say that ‘no, we need to be responsible about how we cut down trees,’” he told IPS.

Roche added that he was at the Belgrade meeting to show support as well for the “frontline defenders” of the environment and of forests, many of whom have been attacked and even murdered over the past decade.

“The issue is very important at this meeting, and it should be,” he said, pointing out that the GCED events provided “new ways to deliver the same message”.

Along with communication exercises, Bridge 47 said that the use of story-telling, art and satire was important to have an impact on social movement. (Amsterdam-based cartoonist Floris Oudshoorn did live drawings of the group’s ICSW discussions, for instance, covering climate change, rights activism and a range of other issues.)

“We want to encourage active citizenship,” said Nora Forsbacka, Bridge 47’s project manager. “We want citizens to speak out and take action, to reflect on our place in the world and the privileges we carry. All this requires a significant transformation in how we think about things.”

** In this version the lede contains additional information describing a communication exercise.

 

An open letter to Betsy DeVos, from two leading public education advocates | killexams.com real questions and Pass4sure dumps

At a recent hearing on Capitol Hill, Education Secretary Betsy DeVos testified before the House Education Committee and had a brief discussion with Rep. Haley Stevens (D-Mich.) about charter schools.

Here's how some of it went:

STEVENS: So your budget proposes to eliminate billions of dollars in K-12 programs, from professional development for teachers and principals, to after school programming, to mental health services, and one of my personal favorites: STEM education. And obviously, we’ve heard you talk about some of the hard decisions that you’ve had to make. Yet, somehow, you found $60 million for an increase in the federal charter school program. I just really wonder if charter schools are the answer here, whereas it really should be the Title I funding. A recent report by the Network for Public Education found that more than $1 billion in charter school program funds have been given to support charter schools that never opened or they’ve closed -- they kind of abandoned the children and families. Since 2010, 25 schools in Michigan that have received $1.7 million in charter school funding just never even opened. And the Inspector General found waste, fraud, and abuse due to the frequency of school closures in the charter school program. Can you just explain for me the mark of effective programs here, and can you justify the proposed increase for the charter school program, and on what measures or studies you have been using?

DeVOS: Let me first comment on the study you’re referring to. I’m not sure you can even call it a study. We’re looking more closely at it of course, and anything that is truly waste, fraud, or abuse we will certainly address. But the reality is that the study was really funded by and promoted by those who have a political agenda against charter schools. And the other reality is that there are currently over one million students on wait lists for charter schools in the country. So, we want to see more charter schools, not fewer. More students that can access options that are right for them, not fewer.

The report to which they refer is “Asleep at the Wheel,” published in March by the Network for Public Education, a group that advocates for policies supporting publicly funded school districts. It says the U.S. government has wasted up to $1 billion on charter schools that never opened, or opened and then were closed because of mismanagement and other reasons. The report said the U.S. Education Department has not adequately monitored how its grant money has been spent by Republican and Democratic administrations.

I wrote about the report, which was slammed by many supporters of charter schools who do not want restrictions on how charters operate. Those supporters include DeVos, who has made clear in speeches and testimony that she believes the market, and not the government, should decide the fate of schools.

Charter schools are publicly funded but privately operated — some by for-profit companies. About 6 percent of America’s schoolchildren attend charter schools, with 44 states plus the District of Columbia, Guam and Puerto Rico having passed laws permitting them. In Los Angeles, 20 percent of children attend charters, while nearly half of the District’s schoolchildren do.

Supporters first described charters as competitive vehicles to push traditional public schools to reform, but the narrative changed over time. Charters became a centerpiece of the “choice” movement. Supporters of that movement say it is important to offer families alternatives in publicly funded school systems. Opponents say it is an effort to privatize public education.

In the exchange above, DeVos says the report was “funded and promoted by those who have a political agenda against charter schools.” The report was written by Carol Burris, executive director of the Network for Public Education and a former award-winning New York high school principal, and Jeff Bryant, a communications expert and advocacy journalist who is chief correspondent for the Independent Media Institute’s “Our Schools” project.

Burris has written repeatedly on this blog about problems with the charter school sector. The Network for Public Education was co-founded by historian and advocate Diane Ravitch, who worked in the administration of President George H.W. Bush but later became the titular leader of a movement against school privatization efforts and school policies based on standardized tests.

Here is an open letter to DeVos written by Burris and Ravitch about charter schools and their report:

Dear Secretary DeVos,

We were deeply disappointed by your public dismissal of the Network for Public Education’s report on the performance of the U.S. Department of Education’s Charter Schools Program entitled “Asleep at the Wheel: How the Federal Charter Schools Program Recklessly Takes Taxpayers and Students for a Ride.” We assume you have not read it.

You characterized the Network for Public Education as having a “political agenda against charter schools.” The Network for Public Education is a non-partisan, non-profit advocacy organization that supports public schools governed by and accountable to communities. Past and present members of our Board of Directors are Democrats, Republicans and Independents. Directors live in Blue States and Red States. They represent urban, suburban and rural communities. Our President, Diane Ravitch, was Assistant Secretary of Education for research in the administration of President George H. W. Bush and counselor to Secretary of Education Lamar Alexander.

The Network for Public Education is indeed critical of corruption, incompetence and graft in the charter industry. The report explains how more than 1000 charters funded by the federal government never opened or closed. We relied on state and federal data, as well as prior investigative reports, to demonstrate that the federal government wasted hundreds of millions of dollars on these failed schools. As Secretary of Education you too should be concerned about the blatant waste of taxpayer dollars and the misrepresentations applicants make in order to secure those funds. Most of what we document in the report predates your time in office, so you should not be dismissive or defensive about what occurred on your predecessors’ watch. However, if you do not address the root causes, the problems will continue.

Our well-documented report is based on fact, not opinion. It contains 106 references. The most frequent citations, which you will find throughout the report, lead to documents on your Department’s website. We are now extending that documentation by posting lists of defunct charter schools and the amount awarded to them via the U.S. Department of Education State Educational Agencies (SEA) grants between 2006-2014.

Here is a link to 109 Michigan charter schools, called “academies,” that were awarded Charter School Program (CSP) grants from 2006-2014 but either never opened or closed. That number represents 42 percent of all recipients. Those highlighted in maroon shut down. Those highlighted in tan are schools that received funds but never opened. You will find ample documentation for your staff to review our work.

As anxious as you are to open new charter schools, if nearly half of them do not make it, we suggest that something is wrong with the selection process.

In total, $20,272,078 was awarded to defunct Michigan charter schools. And yet, in 2018 you awarded the State of Michigan an additional $47,222,222.

Your home state is not alone. Posted here is a similar list from the state of Ohio showing the names of 117 charter schools (40 percent) that received CSP funds between 2006-2014 that also never opened or are now closed. The total of CSP awards to those schools is $35,926,693. Please note that in all of these states, far more charter schools have failed than just those that received federal SEA funds. In the case of Ohio, the list of closed charters (293) is nearly equal to the number of schools that are presently open (310).

Louisiana charter schools received disproportionately large grants, and yet almost half failed. One hundred ten charter schools received funding through the CSP SEA program. Fifty-one (46 percent) are not in operation. You can find that list here. Because Louisiana does not publish a list of closed charters on its website, we compared each grant recipient to the list of charter schools in the state. Unfortunately, it was not possible to determine which had never opened at all. We do know that grants were very large — one closed school received $1,3 million from the federal grant program before folding. The total amount given to the 52 charters that failed was $23,819,839.

In California, 297 charters (38 percent) that received grant funds through the CSP SEA program during those six years closed or never opened. You can find the list of those schools here. This represents $103,467,332 of waste. Finally, here you will find a list of 184 Florida schools (36.6 percent) that received CSP grants that never opened or closed. $34,781,736 federal tax dollars were given to those schools.

Let’s recap with the facts. During an eight-year time period (2006-2014), huge multi-million dollar grants were awarded to 38 states plus the District of Columbia through the SEA program. In five states alone (Michigan, Ohio, Louisiana, California and Florida) 762 recipient schools either shut down or never opened, resulting in over 200 million dollars in wasted tax dollars.

In light of the small sample of states and program years (eight years in the program’s 24-year history) it is abundantly clear that our report’s estimate of 1000 defunct recipient schools is an underestimation.

Finally, given the Department’s claim that it spent over $3.3 billion between 1995-2015 alone (see slide 2 here) with failure rates for charters well exceeding 33 percent, one billion dollars is a reasonable estimation of overall waste. The total may be more since hundreds of millions have been disbursed since 2015.

In the coming weeks, we will continue the process of identifying all of the closed and “ghost” schools in every state, posting the names of those schools and issuing state reports. We hope that you will work with us to identify the charter schools that received federal funds prior to 2006 and after 2014.

This is a serious problem that should deeply concern the U.S. Department of Education. We hope you will join us in calling for a moratorium on any new funding until the department has reorganized and strengthened its oversight of the federal charter schools program.



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American-College GED Exam (General Educational Development ) Detailed Information



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