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Now that the Spring 2006 semester is off to a solid start, I want to take an opportunity to do two things. First, I want to thank you for the important work that you do each and every day to help all students in colleges and universities across the State succeed and graduate. Within the past few months, the Board of Regents, Commissioner Richard Mills, and I have called upon many of you to help us with a number of important Statewide initiatives including helping to address achievement gaps that exist at all levels of education; enhancing programs and services for students with disabilities; strengthening programs that prepare teachers, school leaders, and licensed professionals; and helping to provide all students with access to college and opportunities to succeed. You have stood with us and with your colleagues across the higher education community as partners in the implementation of the Statewide Plan for Higher Education, in joint legislative and budget advocacy efforts, and in our shared responsibility to prepare for a global future. For all of this and for the tremendous success you continue to drive and inspire, thank you!

Second, based on your input and recommendations, in 2004, we introduced a series of informational e-mails to update you on the latest news and developments from the Board of Regents and the State Education Department that impact the higher education community. Consistent with the subsequent positive feedback we received from the field, we will continue to regularly share these e-mail updates. Below, please find the next update in the series. I hope you find the information to be useful and informative. To supplement the e-mail updates, important information is routinely posted on our Web site.

Ahead of us is very important advocacy work with Congress and the State legislature; important policy decisions concerning, for example, the growth of off-campus instruction; a review of policies associated with approving new for-profit colleges; development of stronger K-16 connections to improve college readiness of high school graduates; and efforts to support higher retention and completion rates. I thank you again for your unwavering commitment to student success and your work to make New York's coordinated system of higher education among the very best in the nation. If you have any questions about any of the items below or would like to provide us with feedback, please contact the Office of Higher Education by phone at 518-474-3862 or by e-mail at hedepcom@mail.nysed.gov.

STATE BUDGET DEVELOPMENTS

Commissioner Richard Mills and I presented testimony at the New York State Legislature's 2006-07 Joint Budget Hearing on Higher Education on January 30th encouraging greater support for colleges and universities across New York State and for the students you serve; and supporting the Executive's 2006-07 budget proposals to encourage study in mathematics, science, and technology and to prepare students for careers in these high-demand fields, and in teaching and the licensed professions. Our message to the legislature and other partners statewide is four-fold:

1. More students must graduate from high school prepared to succeed in college. The Executive's budget proposal provides for an additional $5.7 million for the Science and Technology Entry Program (STEP) to increase the number of underrepresented students prepared for college and for careers in mathematics, science, technology, health related fields, and the licensed professions. In addition to providing support to expand STEP, we encouraged legislators to provide additional support for the Liberty Partnerships Program (LPP), which partners colleges and universities with K-12 schools to help at-risk youth succeed in high school and prepare them for college and the workforce.
   
   
2. More students must attend college. College must be affordable and accessible for all students. While nearly 40% of dependent undergraduate students from low-income families in New York attend college, college is still financially out of reach for many students - even with maximum Tuition Assistance Program (TAP) resources and Pell. We reaffirmed the importance of strengthening TAP and recommended against proposed changes to the disbursement structure. Commissioner Mills and I also emphasized that, to keep tuition costs down and to continue to provide quality educational programs and services, operating aid provided to our State's colleges and universities must keep pace with inflation. Lastly, we urged legislators to provide additional support to expand access to higher education for students with disabilities and to help colleges and universities build capacity and develop programs to better serve these students.
   
   
3. More students need to graduate from college. Only 43% of Baccalaureate degree-seeking Black and Hispanic students complete their degrees in six years in New York State compared to 65% of White students. Commissioner Mills and I asked the legislature to support expanding programs like the Collegiate Science and Technology Entry Program (CSTEP) and the Higher Education Opportunity Program (HEOP) that have a proven record of success for helping students graduate from college. In the Executive's budget, an additional $3.8 million is proposed for CSTEP to increase the number of students in programs leading to professional licensure, and/or careers in mathematics, science, and technology. We also urged legislators to strengthen support for HEOP, which provides services to New York State students enrolled in independent colleges and universities who, because of academic and economic circumstances, may otherwise be unable to attend college. Additionally, we shared our support for incentive grants to help colleges improve retention and graduation.
   
   
4. Invest in the future: ensure an adequate supply of licensed professionals, teachers, and school leaders. To succeed in a global future, more students need to pursue study and careers in teaching, math, science, technology, and the licensed professions. Commissioner Mills and I voiced support for Executive budget proposals that would provide additional funding for STEP and CSTEP; an additional $5 million for the Teachers of Tomorrow (TOT) program to prepare math and science teachers; an Engineers for the Future program; Institutes for Math/Science Teachers; the Partnership for Prosperity taskforce; and other math and science teaching initiatives. Further, we encouraged legislators to provide additional support to TOT to expand and strengthen retention programs, and to the Teacher Opportunity Corps (TOC) to enhance the preparation of teachers for at-risk students. We also requested support for two new proposed initiatives - Graduate Education Fellowships to increase the number of faculty, scholars, and researchers; and the Professional Education Opportunity Program, which would prepare students for professional study.

Throughout the coming months, members of the Board of Regents and Department staff will emphasize the importance of a strong and vital higher education system to closing achievement gaps and to sustaining the State's economy in the face of global competition. We will continue to keep you informed of State budget developments as they occur.    top

REGENTS REQUEST REVIEW OF PROCESS BY WHICH PROPRIETARY COLLEGES ARE APPROVED TO OPERATE IN NEW YORK STATE

In January, the Board of Regents Higher Education and Professional Practice Committee requested that the New York State Education Department come back to the committee with a comprehensive report on the process by which proprietary colleges are approved to operate in New York State. While the majority of proprietary institutions provide a quality education to students who may not otherwise have access to higher education, this request was precipitated by recent accounts of fraud and other serious misconduct on the part of a select group of proprietary institutions in New York and in other states. The Department has been directed by the Board of Regents to hold any requests to operate new proprietary colleges in New York State until a review of the current process has occurred. We are now undertaking this review and will keep you up-to-date on new developments.   top

REGENTS FEDERAL LEGISLATIVE AGENDA

The Board of Regents has approved their 2006 Federal legislative agenda. The final draft includes comments and recommendations from various stakeholder groups.

The Board of Regents and the State Education Department's federal agenda outlines the Regents legislative priorities for the second session of the 109th Congress. The focus of the agenda is on laws due for reauthorization and includes recommendations for statutory amendments to other laws to affect improved programs and services. In their 2006 agenda, the Regents recommend four priorities to members of Congress as they continue discussions on the Higher Education Act: 1) Make college accessible for all; 2) Support public school teachers, librarians and school leaders; 3) Expand higher education access for students with disabilities; 4) Strengthen higher education's capacity to serve all students. top

UPDATE: SUPPORT FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION

Providing support for students with disabilities in higher education is among the 13 priorities identified by the Board of Regents, the State Education Department, and all four sectors of higher education (The City University of New York, the State University of New York, independent colleges and universities, and proprietary colleges), in the Statewide Plan for Higher Education. Since the Plan was approved by the Regents last summer, we have made good progress in this priority area. Among the most significant milestones, the Regents priority legislative bill to establish a funding program to help strengthen services for students with disabilities at colleges and universities was introduced in the 2005 legislative session by Senator Morahan (S4136) and Assemblymember Paulin (A8292). The bill was reported out of the Higher Education Committees into the Senate Finance and Assembly Ways and Means Committees. We encourage you to support this initiative and to share with legislators and others the importance of adequate services and support for students with disabilities enrolled in your colleges and universities. top

TEACHING AND SCHOOL LEADERSHIP

• Update on the School Leadership Initiative
• Update on Teaching Shortages
• TEACH - a New Web-based Computer System
• Update on Alternative Teacher Preparation (ATP) Programs
• No Child Left Behind (NCLB)

Update on the School Leadership Initiative

Earlier this month, we shared with the Board of Regents draft regulations that would amend Part 80 of the Commissioner's Regulations to establish new education, examination and experience requirements for candidates to qualify for certification as a School Building Leader (SBL), School District Leader (SDL), and School District Business Leader (SDBL), consistent with the modifications you have made to your educational leadership preparation programs over the past few years. The proposal would also establish new names for the certificate titles in educational leadership service. This initiative is reflective of the commitment of the Board of Regents, the Department, the K-12 and higher education communities, the Governor, and others, to strengthen the preparation of school leaders. The draft that was shared with the Regents last month includes feedback we received on previous versions we shared with you in June and November 2005. Special thanks to those of you who provided very valuable recommendations and feedback.

Based upon our discussion with the Regents in February and in light of recent requests from colleges, universities, and K-12 leadership, for clarification on the content and development on the proposed assessments for school leaders, a modified version of the draft regulations is now under development. In the modified version, the examination requirement for school leaders will be temporarily postponed until we have an opportunity to respond to questions and discuss this matter further. While the particulars associated with the examination are addressed, the new leadership certificates will be available to students graduating from collegiate leadership programs this Spring. The modified version of the draft regulations will be posted on our Web site, published in the State Register, and brought back to the Board of Regents for further discussion and action this Spring. According to this proposed timeline, if approved, all other provisions in the regulations other than the assessments would become effective during the Summer of 2006.

Update on Teaching Shortages

National shortages of teachers in subjects such as mathematics, sciences, special education, and foreign languages have put a significant strain on hard-to-staff school districts' ability to employ certified teachers in these subjects. At the request of the Board of Regents, in January, we presented an analysis of the shortage of qualified mathematics teachers in the New York City school district. We will be looking to do similar analyses in other regions and in other subjects in the coming months to identify areas where there is a need for additional teachers, as well as areas where there may be oversupply. As we continue to identify strategies to address teaching shortages, I ask that you please share your ideas on how we can work together collaboratively with school districts across the State and other partners to ensure an adequate supply of qualified teachers in math, science, and in other subjects with shortages. Both short-term and long-term solutions are needed that actively involve the higher education community, the business community, the Governor and Legislature, and the K-12 community. In addition, if your college or university has examples of programs or initiatives that have helped to bridge relationships between your teacher education programs and the needs of local school districts, please share these best practices as well. You can send your thoughts on strategies and/or best practices to me by e-mail at hedepcom@mail.nysed.gov.

TEACH - a New Web-based Computer System

In the next six weeks, the Office of Higher Education's Office of Teaching Initiatives will phase in our new Web-based computer system, known as TEACH. The new customer-driven computer system, which will transform processing and services, will allow applicants to apply for certification and fingerprint clearance online and provide for online payment options. Additionally, colleges and universities with teacher education programs will be able to submit online recommendations for their graduates. Additional information regarding plans to phase in the new system is available on the Web.

Update on Alternative Teacher Preparation (ATP) Programs

Each year, the Department reports on the activities and status of the State's alternative teacher preparation programs, including data on ATP candidates. The 2004-05 report is available on the Web. These programs prepare individuals with postsecondary degrees in fields other than teaching to be classroom teachers. In 2004-2005 school year, 11 colleges and universities offered ATP programs through the Teaching Fellows Program in New York City, another 7 institutions provided non-Teaching Fellows alternative programs in New York City, and 6 institutions offered ATP programs upstate. A total of 2,621 candidates were enrolled in these programs in 2004-2005 and more than 2,500 of those individuals actually began teaching during that academic year.

No Child Left Behind (NCLB)

For updated information on the implementation of NCLB in New York State, visit the Office of Higher Education's NCLB Web page.

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THE FUTURE OF HIGHER EDUCATION IN NEW YORK STATE

As we embark upon the future of higher education in New York State, two important documents will help us get there together successfully.

1. The Statewide Plan for Higher Education reflects the priorities and goals of the Board of Regents, the State Education Department, and all four sectors of higher education in the State- CUNY, independent colleges and universities, proprietary colleges, and SUNY. The Plan is positioned to influence higher education policy in New York and to shape proposals for regulation, legislation, and State funding for higher education. For a hard copy of the Statewide Plan, e-mail hedepcom@mail.nysed.gov.
   
   
2. In follow-up to the November Education Summit convened to mobilize the University of the State of New York (USNY) to close the achievement gap in the face of global challenges, a Call to Action has been set forth by the Board of Regents. The Call presents a communication plan; a structure for State, regional and local action; and guidance for both policy and practice in early education, high school and higher education.

I hope you will take a closer look at both the Statewide Plan for Higher Education and the Call to Action and continue to help us to bring these priority agenda items to life in 2006.  top

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