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CRA Certified Research Administrator

The Certified Research Administrator® Examination is a computer-based examination composed of a maximum of 250 multiple-choice, objective questions with a total testing time of four (4) hours. The content for the examination is described in the Body of Knowledge on the next page.
The questions for the examination are obtained from individuals with expertise in research administration and are reviewed for construction, accuracy, and appropriateness by the RACC.
RACC, with the advice and assistance of the Professional Testing Corporation, prepares the examination.
The Certified Research Administrator® Examination will be weighted in approximately the following manner:
I. Project Development and Administration 30%
II. Legal Requirements and Sponsor Interface 30%
III. Financial Management 25%
IV. General Management 15%

The Research Administrators Certification Council (RACC) promotes the concept of voluntary certification by examination for all research and sponsored programs administrators. After passing this examination, an individual earns the Certified Administrator® (CRA®) designation. Certification is just one part of a process called “credentialing”. It focuses specifically on the individual and is one indication of current competence in this specialized field. Certification in research and sponsored programs administration is highly valued and provides formal recognition of basic knowledge in this field.

The Certified Research Administrator (CRA) credential means that you demonstrate a level of knowledge of all aspects of research administration. It is obtained by qualifying for and taking the CRA exam, which is administered by an independent certifying body, the Research Administrators Certification Council (RACC) http://www.cra-cert.org/(link is external). The CRA test is rigorous, and it must be taken at a designated site and it is administered through Professional Testing Corporation. In a four-hour period, test-takers must answer 250 questions that cover the full spectrum of research administration.

I. PROJECT DEVELOPMENT AND ADMINISTRATION
- Collection and Dissemination of Information
- Marketing - Internal and External
- Identification of funding opportunities
- Identification of internal capabilities
- Resource Documents, Application Materials, and Information
- Dissemination of Information/Publications
- Liaison
- Internal
- Funding sources
- Cooperative arrangements
- Public Relations
- Agency Structure and Practice
- Proposal Development
- Proposal Writing
- Budget Preparation
- Documentation to Meet Sponsor Requirements
- Internal Proposal Processing
- Negotiation Techniques
- Contracting Basics
- Administration of Awards
- Monitoring Activity
- Reports on Progress and Financial Status
- Continuation Funding
- Close Out
- Changes in Project Status
- Award Instruments
- Ethics and Professionalism
- Conflict of Interest
- Bioethics
- Human Subjects
- Animal Care
- Professional
- Intellectual Property
- Patents
- Copyrights
- Licensing
- Commercialization
- Data
- Proprietary Information
- Electronic Research Administration
II. LEGAL REQUIREMENTS AND SPONSOR INTERFACE
- Regulations and Statutes
- Overview of Regulatory and Legislative Process
- Governmental Relations
- Mandated Requirements
- Compliance - Federal Sponsors and General Management Practices
- Representations and Certifications
- Federal Drug-Free Workplace and Drug-Free Schools
- Federal Debt Delinquency
- Federal Debarment/Suspension
- Lobbying
- Conflicts of interest
- Scientific misconduct
- Other
- Federal Management Requirements
- Federal Acquisition Regulations
- Federal Assistance Administrative Regulations
- 2 CFR (Uniform Guidance and OMB Circulars)
- Institutional Committees
- Institutional Review Board
- Institutional Animal Care and Use Committee
- Other
- Federal Disclosure Requirements
- Institutional and Sponsor Publication Requirements
- HIPAA Health
- International Traffic in Arms Regulation (ITAR)/Export Administration Regulations (EAR)
- Federal/Sponsor Appeal Procedures
III. FINANCIAL MANAGEMENT
- Budgeting/Accounting
- Proposal Development
- Accounting Management
- Accounting systems/management information systems
- Sponsor documents
- Internal documents
- Accounting processes
- Effort reporting
- Service centers
- Program income
- Internal controls
- Cost transfers
- Rebudgeting
- Costs
- Direct Costs
- Indirect Costs
- Indirect Cost Rates
- Development
- Negotiation
- Cost Sharing
- Sponsor Financial Reporting
- Audit
- Types
- Internal and External Requirements
- Allowable Costs
IV. GENERAL MANAGEMENT
- Facility Management
- Specialized Facilities
- Property, Utility, and Equipment Management
- Inventory control
- Sale/disposal of equipment and property
- Lease vs. purchase
- Capital expenditures
- Sharing/pooling
- Central services
- Safety and Health Requirements and Procedures
- Hazardous and Nonhazardous Materials
- Security
- Renovation and Construction -Differentiation & Impact analysis
- Biohazards
- Other
- Contracts and Purchasing
- Basic Legal Concepts
- Management of Contracts and Purchasing
- Termination and Appeals
- Records Management
- Human Resource Management
- Employee/Labor Relations
- Career Development/Training
- Staffing
- Affirmative Action/Equal Employment Opportunity
- Compensation
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CRA Certified Research Administrator

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Successful budget process relies greatly upon effective communications. Strong
communication can contributeto improved information quality, lower implementation costs,
less resistance and an enhanced decision-making process. In fact, an effort to improve
communications could be as simple as documenting the budget process timelines,
managerial guidelines, and budget assumptions.
Question: 224
There is typically no fixed time period for budget coverage.
A. True
B. False
Answer: A
Budgets are usually prepared for departments and for the organization as a whole. There is
no fixed time period for budget coverage - they can be prepared to cover any time period as
long as they meet the needs. They may be prepared top-down or bottom-up, although the
bottom-up approach is believed to be more capable of leading to a successful budgeting
process.
Question: 225
A budget can be:
A. static or flexible.
B. simple or linked.
C. correlated or embedded.
D. None of the choices.
Answer: A
A budget can be static or flexible. A static budget is prepared for a single level of activity,
while a flexible budget is prepared for any level of activity within the relevant range. In any
case, differences between budgeted and genuine amounts are known as budget variances.
You dont investigate all variances. You only spend time on variances that are significant.
Question: 226
What kind of budget is usually prepared for a single level of activity?
108
A. static
B. flexible
C. simple
D. linked
E. correlated
F. embedded
G. None of the choices.
Answer: A,B
A budget can be static or flexible. A static budget is prepared for a single level of activity,
while a flexible budget is prepared for any level of activity within the relevant range. In any
case, differences between budgeted and genuine amounts are known as budget variances.
You dont investigate all variances. You only spend time on variances that are significant.
Question: 227
Which of the following refers to the process whereby organizations use different cost
accounting techniques to report or control the various costs of doing business?
A. Activity management
B. Cost management
C. Cost accounting
D. Budget management
E. Process management
F. None of the choices.
Answer: B
Cost management is the process whereby organizations use different cost accounting
techniques to report or control the various costs of doing business. Cost accounting refers to
the process of tracking, recording and analyzing costs associated with the activity of an
organization, where cost is defined as 'required time or resources. Costs are usually
measured in units of currency by convention, and there are at least three approaches to
costing, which are standard costing, activity- based costing, and throughput accounting.
Question: 228
Which of the following refers to the process of tracking, recording and analyzing costs
associated with the activity of an organization?
109
A. Activity management accounting
B. Proactive management accounting
C. Cost accounting
D. Budget management accounting
E. Process management accounting
F. None of the choices.
Answer: C
Cost management is the process whereby organizations use different cost accounting
techniques to report or control the various costs of doing business. Cost accounting refers to
the process of tracking, recording and analyzing costs associated with the activity of an
organization, where cost is defined as 'required time or resources. Costs are usually
measured in units of currency by convention, and there are at least three approaches to
costing, which are standard costing, activity- based costing, and throughput accounting.
Question: 229
With cost accounting, possible approaches may include (choose all that apply):
A. standard costing
B. activity-based costing
C. throughput accounting
D. linked accounting
E. linked costing
F. None of the choices.
Answer: A,B,C
Cost management is the process whereby organizations use different cost accounting
techniques to report or control the various costs of doing business. Cost accounting refers to
the process of tracking, recording and analyzing costs associated with the activity of an
organization, where cost is defined as 'required time or resources. Costs are usually
measured in units of currency by convention, and there are at least three approaches to
costing, which are standard costing, activity-based costing, and throughput accounting.
Question: 230
Standard costing simplifies accounting.
110
A. True
B. False
Answer: A
The idea of standard costing came from the need for managers to make decisions about
products and pricing in simple ways. Since most costs were believed to be variable,
managers could simply total the variable costs for a product and use this as a rough guide
for decision-making. Standard costing took such an idea further by dividing the fixed costs
by the number of items produced, and treating the result as if it were a variable cost. This
way, managers may effectively ignore the fixed costs. The terms "direct costs" and
"indirect costs" often replace the variable/fixed terminology for better reflecting the way
allocation of overhead is actually calculated.
Question: 231
Which of the following is a drawback of standard costing?
A. it tends to slightly distort the resulting unit cost.
B. it tends to greatly distort the resulting unit cost.
C. it is costly to implement.
D. it is always not accurate.
E. None of the choices.
Answer: A
Standard costing simplifies the decision process to a great extent. However, it tends to
slightly distort the resulting unit cost. If in the context of a mass- production industry where
only one product line is produced and where fixed costs are low, the distortion could be
minor and tolerable.
Question: 232
Which of the following is basically costing by activities?
A. ABC
B. BAA
C. ACS
D. ADR
111
E. LCC
F. None of the choices.
Answer: A
Simply said, Activity-based costing (ABC) is costing by activities - those activities that are
regularly performed inside an organization. With this approach, accountants assign 100%
of each employees time to the different activities performed at work so that the total cost
spent on each activity can be determined by summing up the percentage of each worker's
salary spent on that activity. Since each product and service is produced and delivered via
the activities performed by the employees at work, different activities can be assigned to
different products using proper allocation methods. With the resulting activity cost data,
one might determine where to focus the operational improvement efforts.
Question: 233
Activity-based costing can help in focusing the operational improvement efforts.
A. True
B. True only with static cost data
C. True only with dynamic cost data
D. False
Answer: A
Simply said, Activity-based costing (ABC) is costing by activities - those activities that are
regularly performed inside an organization. With this approach, accountants assign 100%
of each employees time to the different activities performed at work so that the total cost
spent on each activity can be determined by summing up the percentage of each worker's
salary spent on that activity. Since each product and service is produced and delivered via
the activities performed by the employees at work, different activities can be assigned to
different products using proper allocation methods. With the resulting activity cost data,
one might determine where to focus the operational improvement efforts.
Question: 234
Before performing ABC, what should be defined to document the organization's policies,
practices, methods, measures, costs and their interrelationships at a
particular location at a particular point in time?
112
A. baseline for business process improvement
B. checklist for business process improvement
C. milestones for business process improvement
D. mission statements for business process improvement
E. None of the choices.
Answer: A
Before performing ABC, a baseline for business process improvement should be defined to
document the organization's policies, practices, methods, measures, costs and their
interrelationships at a particular location at a particular point in time. Through this exercise,
activity inputs and outputs across functional lines of business can be identified. One
important function of ABC is the identification of value added activities and non-value
added activities. Value added activities are those for which the customers are usually
willing to pay for the service. Non-value added are activities that create no value in return.
Question: 235
One important function of ABC is the identification of value added activities.
A. True
B. False
Answer: A
Before performing ABC, a baseline for business process improvement should be defined to
document the organization's policies, practices, methods, measures, costs and their
interrelationships at a particular location at a particular point in time. Through this exercise,
activity inputs and outputs across functional lines of business can be identified. One
important function of ABC is the identification of value added activities and non-value
added activities. Value added activities are those for which the customers are usually
willing to pay for the service. Non-value added are activities that create no value in return.
Question: 236
Which of the following refers to the total cost of ownership of a product over its useful life?
A. ABC
B. BAA
113
C. ACS
D. ADR
E. LCC
F. None of the choices.
Answer: E
Life-cycle cost (LCC) refers to the total cost of ownership of a product over its useful life.
This kind of costing method is especially popular for engineering projects where a new
product is being designed, developed, manufactured, and tested for years before formal
production and marketing can take place. Do note that the time period in which each cost
component is realized can differ a lot depending on the nature of the product in question,
meaning products with the same total cost can have totally different cost distribution over
time.
Question: 237
Which of the following is an alternative to cost accounting?
A. Throughput accounting
B. Performance accounting
C. Progress accounting
D. Checkpoints accounting
E. None of the choices.
Answer: A
Throughput accounting is an alternative to cost accounting. It is not based on Standard
Costing or Activity Based Costing. As a matter of fact, it is not costing and it does not
allocate costs to products and services. The concept of throughput accounting begins with
the idea that each organization has a goal and that better decisions increase its chance of
achieving the goal.
Question: 238
The concept of throughput accounting begins with the idea that each organization has a
goal and that better decisions increase its chance of achieving the goal.
A. True
114
B. False
Answer: A
Throughput accounting is an alternative to cost accounting. It is not based on Standard
Costing or Activity Based Costing. As a matter of fact, it is not costing and it does not
allocate costs to products and services. The concept of throughput accounting begins with
the idea that each organization has a goal and that better decisions increase its chance of
achieving the goal.
Question: 239
Which of the following refers to the process in which companies evaluate various aspects
of their business processes in relation to best practice within their own industry?
A. Benchmarking
B. Q-marking Check- marking
C. Check-pointing
D. Auditing
E. None of the choices.
Answer: A
Benchmarking is a process in which companies evaluate various aspects of their business
processes in relation to best practice within their own industry. This allows ones to develop
plans on how to adopt such best practice. Although benchmarking can be a one-off event, it
is often treated as a continuous process.
Question: 240
Which of the following generally refers to the process by which the efforts of all personnel
responsible for an acquisition are coordinated through a comprehensive plan for fulfilling
the acquisition in a timely and effective manner, and to obtain competition to the maximum
extent practicable with due regard to the nature of the supplies or services that are in need?
A. Acquisition planning
B. Research planning
C. Coordination planning
D. Grant Administration Planning
E. None of the choices.
115
Answer: A
"Acquisition planning" generally refers to the process by which the efforts of all personnel
responsible for an acquisition are coordinated through a comprehensive plan for fulfilling
the acquisition in a timely and effective manner, and to obtain competition to the
maximum extent practicable with due regard to the nature of the supplies or services that
are in need. It usually involves the development of the overall strategy for managing the
acquisition, often using knowledge gained from prior acquisitions for further refining
requirements and acquisition strategies.
116
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RACC Administrator teaching - BingNews https://killexams.com/pass4sure/exam-detail/CRA Search results RACC Administrator teaching - BingNews https://killexams.com/pass4sure/exam-detail/CRA https://killexams.com/exam_list/RACC There’s a proven fix for an urgent education problem — Congress should embrace it © Provided by The Hill

“Cataclysmic” — that’s how one researcher described the recently reported drop in U.S. college enrollment. “With the exception of wartime,” he observed, “the United States has never been through a period of declining educational attainment like this.” 

That decline received extensive media coverage — far more than another cataclysm in the higher education system that’s gone unaddressed for years: Among the third of full-time U.S. students who attend two-year community colleges, more than 70 percent fail to finish their degrees.  

That’s millions of students who begin higher education, only to stop midway through. In total time and resources wasted, and in human potential unfulfilled, this community college dropout problem is a striking national challenge.

Recent research from the nonprofit research organization MDRC points to a solution. MDRC studied a program instituted by three Ohio community colleges — Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College. These institutions adopted the Accelerated Study in Associates Program, or ASAP, a model conceived by the City University of New York (CUNY) in 2007.  

Students enroll in a full course load, plus developmental education courses and summer classes. In exchange, students receive wraparound services to help get them over the graduation finish line, including tuition fee waivers, transportation benefits, and book subsidies. 

Students also receive intense advisory support. An average community college advisor has 441 advisees; in the ASAP program, an advisor serves roughly 150 students. The ASAP advisors are assigned to students upon enrollment, and they stay with them throughout their time at college. They meet with students at least twice a month at the start of their schooling and keep in frequent touch via texting. They help students choose the right courses, connect to necessary resources, and adapt to student life. 

The research shows that high-touch engagement of this kind makes a powerful difference. Unlike most students at selective institutions, first-time students at two-year community colleges face a distinct set of challenges. Many are older and have children, and they’re often juggling work and parenting responsibilities alongside their studies. They also face higher rates of housing, food, and medical insecurity — all of which contribute to lower degree completion rates. 

When MDRC researchers first tested the ASAP pilot program at CUNY in 2015, the results were promising: After three years, 40 percent of ASAP students graduated, compared with just 22 percent of the rest of the student population. Six years later, those ASAP students kept outperforming the control group, with more than half earning degrees, compared to 40 percent of non-ASAP students.

The program didn’t just get students to graduation day — it helped them earn more money as alumni. Among student participants, there was a 50 percent increase in graduation rates and an 11 percent boost to post-graduation earnings.  

Just as exciting, an adapted version of the program aimed at increasing completion for students in a four-year program also delivered impressive results. Researchers found that the program achieved a 27 percent increase in on-time bachelor’s degree graduation rate. 

The fact that these programs found results in multiple campuses is a big deal. What the latest Ohio findings mean is that the CUNY pilot program’s success wasn’t a fluke or a one-off: Support programs like this can be used on college campuses across the country to meaningfully Strengthen graduation rates. What’s more, the benefits aren’t just measurable in diplomas framed on the wall: ASAP students saw higher wages in the workforce, too. 

Washington should take notice. To put it in D.C. parlance, this is a shovel-ready program that actually delivers. Policymakers ought to support it — and other evidence-based programs like it — with additional funding. 

The Biden administration proposed significant investments in evidence-based college completion efforts in the original Build Back Better plan. And in 2022, with broad bipartisan support, Congress established Postsecondary Student Success Grants. While the program received only $5 million last year, Congress increased that funding nine-fold to $45 million for 2023. But like all policy programs, that funding is at risk in an era of tighter budgets and competing priorities.  

Unlike many other programs, though, wraparound college completion efforts have a proven, data-backed track record. They’ve consistently produced astonishing results across multiple contexts, providing students both college degrees and better long-term livelihoods. And if Washington is serious about addressing the nation’s college attainment cataclysm, programs like ASAP are a solution that deserve public support. 

Kelly McManus is vice president of higher education at Arnold Ventures. Shrutika Sabarwal is director of evidence-based policy at Arnold Ventures.  

For the latest news, weather, sports, and streaming video, head to The Hill.

Sat, 03 Jun 2023 11:00:00 -0500 en-US text/html https://www.msn.com/en-us/news/politics/there-s-a-proven-fix-for-an-urgent-education-problem-congress-should-embrace-it/ar-AA1c5T6a
The Biden Administration Politicizes an Education Crisis No result found, try new keyword!So why is the Biden administration playing politics? Last week, National Center for Education Statistics (NCES) Commissioner Peggy Carr released the 2022 results for the NAEP history exams. Sun, 07 May 2023 18:29:00 -0500 en-US text/html https://www.nationalreview.com/2023/05/the-biden-administration-politicizes-an-education-crisis/ Ed.D. in K-12 Administration Program

Discover what’s next. In Bethel’s Doctor of Education: Leadership in K-12 Administration program, you’ll be prepared for the complex and challenging role of school and district leadership. By integrating a values-informed framework into your administrative practices, you’ll grow as a trustworthy leader capable of transforming students, colleagues, and communities. With an emphasis on innovation, clarity, and collaboration, you will be prepared to understand and meet the needs of today’s school communities.

In our Ed.D. in K-12 Administration program, you’ll prepare for the wonderfully complex and challenging role of leadership in K-12 settings. Students can earn a principal, superintendent, and special education director license. Non-license-seeking students complete an individualized directed study.
Sat, 03 Jun 2023 14:08:00 -0500 en-US text/html https://www.bethel.edu/graduate/academics/education-doctorate-k-12-admin/
What Education Should Look Like: Master and Apprentice

Over the past several months, I’ve been pelted with the same question over and over again: “If America’s public education system is broken, what should our education system look like?”

In the education reform and school choice movements, we often reply that education is “whatever you as the parent want it to look like,” yet this, while true enough, is an inadequate response. Parents, teachers, and society as a whole need a vision of what we could be moving toward—not just away from. 

We education policy and pedagogy wonks love to spend hours poring over education policies and proposals that shape statewide approaches to everything from tax and financial frameworks to cultural edicts on social-emotional learning, critical race theory, and LGBTQ+ sexualization of children.

We spend far too little time with “boots on the ground” observing what does and doesn’t work in the day-to-day classroom, which often affects students far more than this year’s slate of state education policies.

I’ve spent the past few years visiting hundreds of different schools with dozens of different education styles. From charter schools that are public schools with a corporate coat of paint to Hasidic homeschool cooperatives that teach all subjects at once, and every other kind of school in between.

Almost all of those schools have a bevy of problems to overcome: Hundreds of thousands of American students are woefully behind on memorizing and math; behavioral problems have reached crisis points for students and teachers alike; a teacher-to-student ratio that’s often much too large; and a lack of communication between the home and the classroom has stressed cooperation at the expense of the student. 

Some of the most potent salves to soothe these wounds have reemerged in the form of classical and highly individualized education settings. 

Classical education, which sharpens the expectations of every student under tried-and-true curriculums, has become enormously popular in the past few years as students have made up considerable ground in literacy and math fluency under the tutelage of those environments. 

Homeschooling and microschooling have also seen a major resurgence in popularity among all demographics. It’s difficult to imagine a more individualized and personal education approach—with those who have the most intimate knowledge of their kids’ strengths and weaknesses leading their instruction. 

Unfortunately, not every parent is able to make the sacrifices necessary to homeschool, with financial, career, and time constraints keeping the option out of reach. A quality classical education, too, is restricted by the lack of infrastructure prepared to facilitate it to large numbers of students. We simply don’t have the number of classically trained teachers and appropriate environments to meet the demand.

These natural restrictions can be solved by a method of education that is not only a well-tested practice over the past 3,000 years, but is already sufficiently staffed with a host of experts we might tap into for instructors: the master/apprentice model.

The master/apprentice model involves a seasoned professional, or “master,” taking on an inexperienced student, or “apprentice,” to teach him the skills and knowledge required for a specific trade or profession. This model has proven to be incredibly effective in a wide variety of industries, from carpentry to medicine.

Once a student reached a societally accepted level of literacy in reading, math, history, and science, he would “take on” with a master in a trade or academic field. This master would train up one to a few apprentices every day—employing the same “teaching by observing and doing” that parents used with daily tasks throughout toddlerhood.

This application allows for an expertise in a specific trade while garnering secondary skills via necessity, rather than simply learning from textbooks and lectures. This hands-on experience is invaluable and can make all the difference when it comes to securing employment after graduation.

Additionally, the mentorship provided by a master allows for a more personalized approach to learning. The master can provide one-on-one guidance, tailoring the teaching to the specific strengths and weaknesses of the apprentice. This not only improves the apprentice’s overall understanding of the subject matter, but also fosters a sense of camaraderie and mentorship that lasts a lifetime.

We already use this master/apprentice model in postsecondary environments to great effect. Almost every teacher will tell you that his or her time as a student teacher, working under an experienced classroom instructor, taught him or her far more than undergraduate lectures. The same has been echoed for ages when nurses and doctors recall their time in clinicals.

The trades have retained the structure and nomenclature of the master/apprentice model. It’s no small wonder that the trades turn around new journeymen (the apprentices that have graduated from young, fumble-fingers days) more quickly than most other professions.

Moreover, the master/apprentice model is a win-win situation for both parties involved. The apprentice gains valuable knowledge and experience, while the master has the opportunity to pass on his or her expertise to the next generation of professionals. This can also lead to a sense of satisfaction and fulfillment for the master, knowing that he or she is contributing to the growth and success of his or her industry.

Is this a catchall solution? Absolutely not. It’s a vision of what education in the United States could be, based on readily available data that shows a high success rate at solving many of our teaching and learning problems—and is therefore something that should be advertised to parents and policymakers alike. 

In an era in which we are finally able to move beyond calling for school choice and education freedom policies, it’s time to focus our efforts toward painting a picture of what learning could look like. Classical education, homeschooling, microschooling, and the master/apprentice models are the answer.

Have an opinion about this article? To sound off, please email letters@DailySignal.com and we’ll consider publishing your edited remarks in our regular “We Hear You” feature. Remember to include the url or headline of the article plus your name and town and/or state.

Wed, 31 May 2023 07:02:00 -0500 text/html https://www.dailysignal.com/2023/05/31/what-education-should-look-like-master-apprentice/
Stamford schools need a curriculum overhaul. Will adding a new administrator to oversee it help? No result found, try new keyword!The addition of a "chief academic officer" position is being studied by the Board of Education and would add another top level administrator to the superintendent's cabinet. If approved ... Tue, 16 May 2023 01:12:00 -0500 en text/html https://www.stamfordadvocate.com/local/article/stamford-board-of-education-amy-beldotti-18094125.php Higher Education Administration


Wed, 31 May 2023 08:54:00 -0500 en-US text/html https://www.uab.edu/education/home/graduate/higher-education-administration
Bill Gates-funded education 'equity' group maintains direct pipeline to Biden administration, emails show

FIRST ON FOX: An education equity group financed by tens of millions of dollars from Bill Gates maintains a direct pipeline to the Biden administration to push its liberal policy initiatives, documents reviewed by Fox News Digital show.

The Education Trust, which works to "disrupt systems of inequity," enjoys close access to top Education Department officials, emails reveal. The communication further shows the group works alongside progressive policy pushers like the George Soros-backed Governing for Impact, which in internal memos boasted of implementing dozens of its regulatory agenda items during President Biden's tenure.

"It should concern all Americans when outside organizations create a roadmap to subvert the legislative process, encouraging significant policy changes to be enacted through executive fiat," Parents Defending Education president Nicole Neilly told Fox News Digital. "To do so deliberately undermines the checks and balances established by the founders – and it is one of the many reasons that the administrative state must be brought to heel."

The Education Trust focuses on pre-K through 12 endeavors with research and local, state and federal advocacy. An internal email obtained by Fox News Digital illustrates its proximity to Biden's administration for its national initiatives. 

BILL GATES SOME 30 YEARS OLDER THAN BRIDGE PLAYER AT THE TIME OF ALLEGED AFFAIR: REPORT

Since mid-2020, Bill Gates' foundation has provided more than $25 million to The Education Trust, which has a direct pipeline to the Biden administration. (Hou Yu/China News Service/VCG via Getty Images)

In February 2021, Education Trust's director of government affairs, Reid Setzer, messaged four Education Department officials: Suzanne Goldberg, the deputy assistant secretary for strategic operations and outreach; Jessica Cardichon, then-deputy assistant secretary for P-12 in the Office of Planning, Evaluation and Policy Development; Ian Rosenblum, then-deputy assistant secretary for policy and programs in the Office of Elementary and Secondary Education; and Donna Harris-Aikens, who was a senior adviser for policy and planning before becoming deputy chief of staff for strategy in the Office of the Secretary. 

"Hi Jessica, Donna, Ian, and Suzanne. Hope you're well!" Setzer wrote. "We wanted to reach out to share a non-public strategic memo written by the National Women's Law Center, Governing for Impact, and Ed Trust on how the Biden administration can best reinstate and strengthen guidance on school discipline and resource equity. Please don't hesitate to reach out with questions or concerns, and let us know how we can best work alongside you as you begin any internal processes in the space!"

Setzer attached a 22-page proposed action memorandum from the groups, which, among other things, spoke of how the "presence of police in schools clearly has a disparate impact based on race" and a recommendation to "incorporate into the guidance package how police presence in schools may constitute a Title VI violation."

JEFFREY EPSTEIN ALLEGEDLY THREATENED BILL GATES OVER REPORTED AFFAIR WITH RUSSIAN CARD PLAYER: REPORT

Several of Education Trust's former employees have also made their way to the Education Department as political appointees, including Office of Postsecondary Education senior adviser Jennifer Engle; Office of Elementary and Secondary Education special assistant Sarah Mehrotra; Office of Planning, Evaluation and Policy Development special assistant Kayla Patrick; and Secretary Miguel Cardona's director of speechwriting and editorial content Tiffany Taber, according to a list of Biden administration appointments. 

The White House has also referenced The Education Trust in fact sheets, including on how the administration is "advancing education equity."

"Since our inception more than two decades ago, Ed Trust has pushed policymakers – no matter their political affiliation – to do what's right for students. And we have and will continue to do so in a nonpartisan way," an Education Trust spokesperson told Fox News Digital. 

"We have proudly worked with every administration to advocate for policies and practices that advance the educational outcomes of our nation's most underserved youth," the spokesperson said. "Students from low-income backgrounds and students of color have had great Democrat and Republican champions – leaders who stood up for them and the quality of education they deserve when others wouldn't. We will continue to work with whoever is in office until every student in this country gets the education in which they are entitled."

SOROS-BACKED POLICY GROUP NOTCHES VICTORY WITH BIDEN'S TRANSGENDER TITLE IX RULES

Gates has dropped vast cash into efforts to reshape America's education system, including controversial Common Core initiatives. (Justin Tallis-WPA Pool/Getty Images)

Established in 1996, the Washington, D.C., headquartered Education Trust works to "advance policies and practices to dismantle the racial and economic barriers embedded in the American education system" through research and advocacy, according to its website. 

The group receives vast support from Bill Gates. Since June 2020, the Bill and Melinda Gates Foundation has funneled more than $25 million into its efforts, records show.

"We've supported The Education Trust for more than two decades due to our shared goal of improving academic outcomes for students in K-12 and higher education and ensuring schools and colleges can serve all students," a Gates Foundation spokesperson told Fox News Digital.

Gates has received criticism in the past for using his substantial wealth to reshape the American education system, particularly with the controversial Common Core education initiative. 

BIDEN ADMIN COORDINATED WITH LIBERAL DARK MONEY BEHEMOTH ON 'TRANSFORMING FOOD SYSTEM,' EMAILS SHOW

George Soros provided funding to both The Education Trust and Governing for Impact, which work behind the scenes with the Biden administration on policy.  (Open Society Foundations/YouTube/Video screenshot)

Other Education Trust funders include the WK Kellogg Foundation ($8.8 million since 2017), Wallace Foundation (more than $1 million since 2016), and Soros' Open Society Foundations ($200,000 since 2018).

Meanwhile, Soros nonprofits bankroll Governing for Impact, one of the policy groups that co-wrote the memo attached to The Education's Trust email to the Education Department officials.

Records show that the billionaire's Foundation to Promote Open Society has funneled nearly $10 million to Governing for Impact since 2019. Additionally, the Open Society Policy Center, his advocacy nonprofit, sent $7.45 million to its action fund during that time. 

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Governing for Impact launched with a vision of preparing the Biden administration for a "transformative governance" and produced "more than 60 in-depth, shovel-ready regulatory recommendations" for dozens of federal agencies," a now-deleted job advertisement on Harvard Law School's website read.

The group has boasted in internal memos of implementing more than 20 of its regulatory agenda items as they work with the administration to reverse Trump-era deregulations by focusing on education, health care, housing, labor and environmental issues, Fox News Digital previously reported

They have also prepared legal policy memos for at least 10 federal departments and agencies and 10 administrative law primers as of 2021, according to an internal slideshow from the group.

The Education Department did not respond to a Fox News Digital request for comment on The Education Trust or its work with outside groups.

Wed, 24 May 2023 08:06:00 -0500 Fox News en text/html https://www.foxnews.com/politics/bill-gates-funded-education-equity-group-maintains-direct-pipeline-to-biden-admin-emails-show
Student loan payment pause will end this year, education secretary confirms

Washington CNN  — 

The pause on federal student loan payments is still set to end later this year, Education Secretary Miguel Cardona confirmed this week.

The pandemic-related pause has been in place for more than three years and has been extended eight times – even sometimes after the Biden administration declared the latest extension was final.

But Cardona reiterated Tuesday that the current timeline remains in place. It ties the restart date to litigation over the administration’s separate, one-time student loan forgiveness program, which has been taken up by the Supreme Court.

Payments are set to resume 60 days after the Supreme Court issues its ruling, or 60 days after June 30 – whichever comes first. The justices are expected to rule in late June or early July, but a decision could come earlier.

“We communicated that after the Supreme Court decision is made, loan repayments will start within 60 days of the decision,” Cardona said when pressed during a hearing held by the House Committee on Education and the Workforce Tuesday.

If the Biden administration is allowed to move forward with the loan forgiveness program, low-and middle-income borrowers may be eligible for up to $20,000 in debt relief before payments restart.

Last week, Cardona also confirmed the restart date at a Senate Appropriations subcommittee hearing.

“We are committed to making sure that once a decision is made, that we are going to resume payments 60 days after. But no later than June 30, we’re going to begin that process,” he said.

When the pause ends, roughly 44 million people will have to restart making payments on their federal student loans, and there is some concern about whether the process will go smoothly.

Many people may be confused about how much they owe, when to pay and how. Millions of borrowers will have a different servicer handling their student loans since the last time they made a payment. Missing payments can result in monetary fees.

Congress appropriated the Federal Student Aid office about $800 million less than what the Biden administration had asked for this year, keeping the office’s operating budget the same as last year even though there will be more work to do. Some student loan servicers have recently cut back on customer service hours, adding to the fear of a bumpy return to repayment.

“We recognize that our borrowers need information. And they need a long on-ramp because it has been three years,” Cardona said last week.

“We do plan on making sure it’s a smooth reentry to repayment, and we’re prepared at FSA to provide the support that students need,” he added.

Student loan experts recommend that borrowers reach out to their student loan servicer with any questions about their loans as soon as possible, especially if they are interested in enrolling in an income-driven repayment plan. Those plans, which set payments based on income and family size, can lower monthly payments but require borrowers to submit some paperwork.

Federal student loan borrowers can check the FSA website for updates on resuming payments.

Wed, 17 May 2023 07:08:00 -0500 en text/html https://www.cnn.com/2023/05/17/politics/student-loan-payment-pause-end/index.html
Ridgewood Schools Director of Special Programs Michelle Fenwick Named 2023 Special Education Administrator of the Year by NJASA

RIDGEWOOD, NJ – Ridgewood Schools Director of Special Programs Michelle Fenwick has been named the 2023 Special Education Administrator of the Year by the NJ Association of School Administrators, the NJ Association of Pupil Services Administrators and Frontline Education.

This award recognizes a Special Education Administrator who has demonstrated outstanding leadership in providing services to students with disabilities and whose work reflects the highest professional and ethical standards.

The award was presented on May 17 at the NJASA/NJAPSA Spring Leadership Conference in Atlantic City, NJ.

Read More Education News:

Incoming Ridgewood Schools Superintendent Mark Schwarz Welcomed by Ridgewood Schools Community on Monday

Ridgewood Student Inducted Into Muhlenberg College National Scholar-Athlete Society

The Value of Special Education Staffing in Approved Ridgewood Schools Budget

© Provided by TAPinto

Thu, 18 May 2023 02:11:00 -0500 en-US text/html https://www.msn.com/en-us/money/careersandeducation/ridgewood-schools-director-of-special-programs-michelle-fenwick-named-2023-special-education-administrator-of-the-year-by-njasa/ar-AA1bmuG0
Ed.D. in K-12 Administration Program Details

In our Ed.D. in K-12 Administration program, you’ll prepare for the wonderfully complex and challenging role of leadership in K-12 settings. Students can earn a principal, superintendent, and special education director license. Non-license-seeking students complete an individualized directed study.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Courses start every 8 weeks. Contact your enrollment counselor for details.

Total Credits

61

Finish in as Few as

3 years (plus dissertation)

Courses

  • Historical, Cultural, and Philosophical Issues Impacting School Administration (EDUC800)

    Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of how the field of education changes and the factors that influence change. Analysis of the historical, philosophical and cultural aspects of educational reform. Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state

    3 credits

  • Principles of Organizational Leadership (EDUC805)

    Application of theory and practice of leadership to educational settings. Implementation of organizational leadership theories and change theory while incorporating a values-informed worldview. Synthesis of philosophical and values anchors, shared priorities and commitments, and vision through policy and program development.

    3 credits

  • Curriculum and Instructional Management and Student Development (EDUC810)

    Application of issues and trends in curriculum and instruction. Development of an effective curricular and instructional plan for your organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in the areas of curriculum and instruction. Identification of research and best practices on integrating curriculum, technology, and relevant resources. Development of knowledge and skills needed to be an effective curriculum and instructional leader.

    3 credits

  • Meeting the Needs of All Stakeholders (EDUC819)

    Exploration of the role of educational leaders in developing and growing relationships with students, families, and community members to meet the needs of all stakeholders. Examination of the changing needs of school communities as sociocultural environments. Embedding of relevant resources that support social and emotional learning, culturally and linguistically diverse learners (English learners), mental health, and trauma. Addressing individual and institutional biases and fostering educational equity through the lens of culturally responsive leadership.

    3 credits

  • Doctoral Research I (EDUC820)

    Introduction to the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Assessment of the overall role of research in educational administration. Critique and analysis of qualitative research in the literature. Application of sound research principles in the design of a basic qualitative study.

    3 credits

  • Leadership for Inclusive Learning Environments (EDUC825)

    Exploration of the dynamics of engaging differences, including cultural, ethnic, religious, gender, ability, age differences, and others. Focus on providing effective leadership in pluralistic systems, including creating a hospitable organizational environment and maintaining relationships with diverse partners and stakeholders. Analysis of one's assumptions, beliefs, behaviors, and capacities with regard to differences.

    3 credits

  • Administration of Essential Educational Programs (EDUC830)

    Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and personalization.

    3 credits

  • Measurement and Assessment (EDUC835)

    Engagement in contextual learning experiences that apply principles and practices involved in educational institution’s assessment processes including their uses, misuses, and limitations. Exploration of concepts and skills involved in employing descriptive statistics. Investigation and discussion of ethical issues in assessment, factors that influence test performance, and issues found in current scholarly research.

    3 credits

  • Operations and Personnel Administration (EDUC840)

    Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning. Development of communication to foster public relations and address organizational politics. Synthesis of the relationship between leadership and conflict management. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.

    3 credits

  • Doctoral Research II (EDUC845)

    Development of empirical research with an emphasis on quantitative research. Examination of basic principles and philosophy of post-positivist worldview. Exploration of research design, analysis, ethics and interpretation of quantitative method. Critique and analysis of quantitative research in the literature is a primary learning activity.

    3 credits

  • Doctoral Research III (EDUC850)

    Exploration and examination of both qualitative and quantitative research, including sampling, measurement, data collection, and analysis. Training in the use of both qualitative and quantitative data analysis software. Integration of faith and/or ethical values in research. Application of research design and theories to the dissertation prospectus. GE: The course will be graded on an A/F basis.

    3 credits

  • Administrators as Agents of Change (EDUC855)

    Development of visionary leadership capacity and skill for designing and sustaining meaningful educational change. Analysis of current trends in our world while considering their impact on education. Identification of a complex change initiative in context/setting and development of strategies for implementing significant change.

    3 credits

  • Legal Issues in School Administration (EDUC860)

    Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policy, along with their application and outcomes, to recommend change.

    3 credits

  • Resource Management in K-12 Education (EDUC865)

    Examination of constitutional authority for using public funds to support public schools and the tax structure used to generate revenue for schools. Evaluation of the budget process and publications implemented against recognized best practices. Application of emerging practices and essential facets of human resource management. Analysis of the resource allocation pattern of a school aimed toward improved student learning. Exploration of the relationship between personal values/ethical guidelines and resource management practices in schools.

    3 credits

  • Doctoral Research IV (EDUC870)

    Application of research design principles including selection of participants, instruments/protocols, data collection approaches, data analyses, field tests. Analysis of limitations/delimitations and ethical issues in research. Evaluation and development of data collection tools and protocols. Analysis of data using appropriate methods and tools.

    3 credits

  • Comprehensive Examination and Portfolio Review (EDUC881)

    Comprehensive examination and the portfolio review after completion of the student's final didactic course.

    1 credits

  • Dissertation Phase One (EDUC890)

    Development of the major research for one's academic doctoral degree. The four previous research courses provide the foundation for students to develop their dissertation proposals. Guidance is provided by the students' dissertation advisors.

    6 credits

  • Dissertation Phase Two (EDUC891)

    A continuation of EDUC890. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion.

    5 credits

  • Dissertation Phase Three (EDUC892)

    A continuation of EDUC891. Upon a successful final dissertation defense, a course grade is posted. Students not meeting requirements will be shifted to extension status.

    1 credits

  • Select one from:

    • Individual educational objectives in a specific area of study. Independent memorizing and/or research, or travel with related study. Designed in cooperation with program director and cohort advisor. Can also be taken by Ed.D. students completing not seeking a license.

      1-6 credits

    • Scholarly Advancement in K-12 Leadership (EDUC883)

      Advance scholarship through professional development engagement. Synthesize faith, personal beliefs, coursework, and personal experience with new learnings. Articulate leadership formation relevant to course experience.

      3 credits

    • Principal Internship (EDUC886)

      School-based experience of at least 320 hours in one year. 240 hours at one setting and 40 hours at each of the other two levels. Joint supervision of Bethel faculty member and onsite licensed and practicing principal. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.

      3 credits

    • Superintendent Internship (EDUC887)

      School-based experience of at least 320 hours in one year, up to 280 hours in the primary setting, at least 40 hours in a second setting. Joint supervision of Bethel faculty member and onsite licensed and practicing principal. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.

      3 credits

    • Director of Special Education Internship (EDUC889)

      School-based experience of at least 320 hours in 1 year; at least 40 hours at a special education administrative unit other than student’s primary experience. Jointly supervised by Bethel faculty member and onsite licensed and practicing director of special education. Direct experience in administrative duties; synthesis of learning between academic program and administrative needs of host district.

      3 credits

Sat, 03 Jun 2023 14:06:00 -0500 en-US text/html https://www.bethel.edu/graduate/academics/education-doctorate-k-12-admin/program-details/




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