Download Va Education Letter [HOT]

Due to implementation delays including testing administration issues and the COVID-19 pandemic, Tennessee is assigning letter grades to schools for the first time this year. All Tennessee School Letter Grades are availabe via a public dashboard here.

The School Letter Grades Working Group will review the public comment submitted and deliberate and determine the priorities of the new school letter grades calculations based off those submissions. All working group meetings and materials will be posted below for the public to access. View the schedule for the working group meetings below.

Download Va Education Letter

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Commissioner of Taxes, Craig Bolio, has released the December 1 education tax rate letter which forecasts the education tax yields for resident homeowners and the non-homestead tax rate for the upcoming fiscal year (FY) 2025. This letter is based on specific calculations outlined in State law and is a result of collaboration by the Department of Taxes, Agency of Education, Department of Finance and Management, and Joint Fiscal Office.

To develop the next generation of talent for a diverse, well-trained AI workforce, the computing community must create new pathways and educational experiences that provide the knowledge, skills, and dispositions necessary for current and future AI careers.

To address this growing need, the Directorates for Computer and Information Science and Engineering (CISE) and STEM Education (EDU) are launching the EducateAI initiative to support educators to make state-of-the-art, inclusive AI educational experiences available nationwide. With this Dear Colleague Letter (DCL), EDU and CISE encourage the submission of novel and high impact proposals that advance inclusive computing education that prepares preK-12 and undergraduate students for the AI workforce.

This DCL does not constitute a new competition or a new program. Rather, interested proposers should consult the program pages for Computer Science for All: Research Practice Partnership (CSforAll:RPP) and Improving Undergraduate STEM Education: Computing in Undergraduate Education (IUSE: CUE) as those programs are revised. Proposals submitted to either CSforAll or CUE will need to be responsive to requirements of the corresponding solicitation. Principal investigators (PIs) are encouraged to review the CSforAll and CUE programs that develop educational approaches or pathways to support learners' preparation toward skills relevant for AI careers.

The CSforAll:RPP program aims to provide all U.S. preK-12 students with opportunities to participate in rigorous computer science and computational thinking education in their schools through funding both research and research-practitioner partnerships. The IUSE: CUE program supports evidence-based transformative efforts to modernize computing courses and accelerate student success in the knowledge, skills, and dispositions of industries such as AI, and/or explore effective pathways to computing degrees and careers that involve two-year colleges and industry partnerships. Both CSforAll:RPP and IUSE: CUE have a focus on broadening participation of groups who are historically underrepresented and underserved by existing computing courses and careers.

Proposals in alignment with EducateAI should support the goal of providing opportunities for all students taking computing-related courses to participate in inclusive AI educational activities at the preK-12, 2-year college, or 4-year college levels. As appropriate, proposals may also address data science skills and practices relevant to AI careers. Proposals may incorporate perspectives of stakeholders such as AI subject matter experts, industry professionals, and educators in formal and or informal settings, including connecting to existing National AI Research Institutes ( ) and other NSF-funded AI research projects.

CISE and EDU especially encourage proposals that develop and/or evaluate strategies that prepare teachers to incorporate AI material in computing courses in ways that a) enable students to progress in AI education pathways, b) are responsive to the quickly changing needs of the AI workforce, c) and aim to broaden participation in the AI workforce. Additionally, CISE and EDU encourage proposals from institutions in EPSCoR jurisdictions, minority-serving institutions, and emerging research institutions.

EducateAI supports the goals of the National AI Research Resource pilot initiative, which aims to democratize access to the computational, data and related educational resources needed for AI research and education. In addition to learning and curricular specific activities, proposers can indicate needs for AI-related computational, data, model or other resources, and associated workforce training to accomplish the project's goals.

Conference or Workshop proposals should address bringing people together consistent with the goals of the EducateAI initiative and aligned with the program from which the proposer is seeking funding. Proposed activities should be innovative, focused on meeting clearly defined objectives with potentially broad implications for advancing AI education. They should go beyond what would be obtained through existing meetings such as professional societies or state or local education agency efforts. All conference proposals must comply with the guidance outlined in PAPPG Chapter II.F.9.

Commissioner of Taxes Craig Bolio has released the December 1 education tax rate letter which forecasts the education tax yields for resident homeowners and the non-homestead tax rate for the upcoming fiscal year (FY) 2024. Using specific calculations required in State law, the Agency of Education, Department of Taxes, Department of Finance and Management, and Joint Fiscal Office collaborate to project the yields and rate based on these statutory assumptions.

The forecasted FY24 homestead yield is $15,479 compared to $13,314 for FY23 (the current property tax year). The forecasted FY24 income yield is $17,600 compared to $15,948 for FY23. The average equalized homestead tax rate is forecasted to decrease by 7 cents compared to FY23. The statewide base non-homestead tax rate is forecasted to decrease by 8 cents. However, the equalized average rates are only one piece of the property tax formula, and volatility in the Common Level of Appraisal (CLA), coupled with higher-than-normal projected education spending, means actual tax bills will look very different than the projected equalized rates.

This Dear Colleague Letter (DCL) encourages submission of education proposals in all settings, both formal and informal, that will excite, motivate, and prepare students for participation in the microelectronics industry of the future in response to the CHIPS and Science Act of 2022 (CHIPS Act).

Reasserting US leadership in microelectronics will require the nation to train and engage a well-prepared workforce. NSF has funded microelectronics research and education since the 1950s, providing support for thousands of undergraduate and graduate students, post-docs, and early-career researchers. Now NSF intends to go even further by supporting projects to educate students and other learners in microelectronics, starting at the K-12 level and extending through undergraduate and graduate levels of study, spanning informal and formal educational settings. NSF expects that these projects will not only help students and the community develop the interest and motivation to engage in microelectronics, but also the creativity and vision leading to improvements in educational practices that would have broad social, economic, and scientific impact and benefits to the country.

NSF is accepting proposals to conduct education-related research and development to prepare a diverse microelectronics workforce beginning with the early preparation of K-12 students in and outside of school settings and extending through undergraduate, graduate and other levels of adult learning. This DCL encourages proposals that will inspire, study and support learners' interest and motivation to pursue education pathways and careers in microelectronics. Successful projects should engage students and learners in activities that will build knowledge and skills in science, technology, engineering, and mathematics (STEM) needed for the microelectronics workforce of the future. The Directorate for STEM Education (EDU) encourages the education research community to respond to this challenge through existing funding opportunities in EDU listed at the end of this DCL. Note that these proposals must meet all of the requirements of the corresponding funding program solicitations, including applicable deadlines and budget guidelines.

As appropriate, proposals may address learning in formal and informal environments, including but not limited to research and development of microelectronics curricula, exhibits and programs at science centers, educational approaches to expand equity and opportunity, student internships, graduate traineeships, and educator professional development. The needs of important stakeholders, such as industry professionals and professional societies may also be addressed. It is imperative that the microelectronics industry of the future be founded on principles of inclusivity that ensure equitable access to new careers. Thus, this DCL encourages all proposals to include educational approaches designed to broaden participation in microelectronics and related careers. Proposals can build from the perspectives and strengths of talent pools that have not yet been fully tapped. The program encourages the participation of the full spectrum of diverse talents in STEM.

The cornerstone of the Individuals with Disabilities Education Act (IDEA) is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child's unique needs. The primary vehicle for providing FAPE is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child.This policy letter clarifies that IEPs for children with disabilities must be aligned with state academic content standards for the grade in which a child is enrolled. ff782bc1db