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The Global Ed Yellow Pages

»State Departments of Education- U.S. (A-M)

At least three attempts were made to acquire information about initiatives in global/international education from each of the 50 state departments of education in the U.S. and 13 provincial or territorial ministries of education in Canada. In the end, responses were received from 40 states and all but two provinces and territories. As readers shall see, these responses varied from very minimal to very thorough. An unfortunate conclusion is drawn from these responses. That is, currently there is an inordinate preoccupation with accountability and standards, so much so that in many departments and ministries there no longer are people assigned to be in charge of usual curriculum areas such as social studies education or even science education.  This preoccupation, of course, is caused in the U.S. by the federal No-Child-Left-Behind Law (NCLB) and federal funding and testing strings attached to it.
 
It is assumed that the Canadians have been influenced by NCLB, also. If one were inclined to track this movement back, probably it could be determined that an over- reliance on minimal outcome measurements came from two sources: (1) the Thatcher reforms in U.K. education in the late 80’s and (2) the libertarian economic policies spawned at the University of Chicago in the U.S. and carried forward by the subsequent emergence of neo-right wing politics in the 90s in both nations. Unfortunately, one outcome of this movement has been to limit the ability of states, provinces and territories, school districts and schools to implement badly needed global and/or international education programs for the children and youth of North America.
 
In this environment, three kinds of responses were received from departments and ministries of education, as follows:
 
1. No response (10 states, 2 provinces and territories).
 
2. Responses that indicated that standards (with associated assessment), while mostly focused upon national studies, do include some global/international education content. In addition, they often have web links with global/international education content; and they support the training of teachers in the use of instructional technology (6 states). This is referred to below as the “standard” response (no pun intended).
 
3. Responses that, in addition to what is stated in #2 above, describe additional department global/ international education initiatives (34 states, 11 provinces and territories). These, of course, are of most interest to global/international educators and offer some guidance for state departments and ministries that would like to encourage more of a global perspective in the schools of their states.

+-Alaska

Alaska Department of Education and Early Development - Standard response. In addition, the Department web site features teaching modules, some of which have global education content; and, impressively, a “Wildlife Curriculum” that, while it focuses upon Alaskan ecology, is of value to teachers beyond Alaska.

+-Arizona

Arizona Department of Education - Standard response. In addition, the State Superintendent of Schools has issued a position paper challenging the narrow focus of the assessment movement by supporting the importance of social studies in the curriculum.

+-Arkansas

+-California

California Department of Education - Standard response. In addition, the Department supports the California International Studies Project (CISP), a professional development project co-sponsored by the University of California and other universities (CISP is described in the Global and International Education section of this directory). The Department also sponsors a program under the federal Exchange Visitor Program for Teachers, specifically involving exchanges between teachers in California and Spain. Finally, the Department conducts the Binational Migrant Education Program with Mexico which supports students who travel between the two countries.

+-Colorado

+-Connecticut

Connecticut State Department of Education - Standard response. In addition, the state legislature and state board of education have passed a policy statement urging the development of K-12 international education. The Department has exchange agreements with six countries and has established a partnership program between thirty schools in Connecticut and schools in the Shandong province of China. Social studies standards, while mostly focused upon the United States, do include some global/international education content. The Department also promotes the use of technology by the state’s teachers and has links to web sites with global/international education content. The Department also has produced a Guide To K-12 Program Development in World Languages.

+-Delaware

Delaware - Standard response. In addition, the Delaware Department of Education (DDOE) and the Delaware International Trade Council have conducted a baseline analysis of international education in the state K-20 system. The report is called Delaware K-20 International Education Capacity Study. Under a federal Foreign Language Assistance Program, DDOE offers scholarships for World Language teachers to study abroad at destinations of their choice. DDOE and three institutions of higher education are collaborating in a professional development project to enhance teachers’ knowledge about Asia. The DDOE, in partnership with departments in Maryland and Oregon, are working with educators in Croatia through CIVITAS to develop model lesson plans on various aspects of civic education as part of a broader program of exchange between American educators and educators in developing nations. In collaboration with The Delaware Multicultural Education Council, the DDOE has developed a program the gives k-12 students the opportunity to interact with Delawareans who have cultural ties to the rest of the world. The DDOE supports a number of student and teacher exchange programs in Japan, Germany and France. Social studies standards, while mostly focused upon the United States, do include some global/international education content. The DDOE also promotes the use technology by the state’s teachers and has links t web sites with global/international education content.

+-Florida

Florida Department of Education - Standard response. In addition, links to web sites include Holocaust Education and Multicultural Education. The Department has Memoranda of Understanding (MOU) with Ministries of Education in Spain, Mexico, and France whereby Florida teachers have scholarships to study in summer institutes. With Spain, the MOU includes teacher exchanges. With Mexico, it allows Florida to transmit, reproduce, disseminate and promote distance learning programs from Mexico. The Department also sponsors an Intensive Immersion Weekend for German language teachers.

+-Georgia

Georgia Department of Education - Standard response. In addition, the Georgia Department of Education supports international education by facilitating and coordinating cooperation between interested organizations. Meetings are scheduled three times a year to bring major stakeholders in international education together with school people. A joint research project of the Department, the Board of Regents of the University System of Georgia, and the Georgia Department of Industry, Trade and Tourism examined and reported enrollment trends in foreign language as well as data regarding foreign investment in the State and Georgia’s export markets. The Department has agreements with the Embassy of Spain, the French Consulate of Atlanta, the Prefecture of Education of Kagoshima, Japan, and the government of Saxony, Germany for a variety of teacher and student exchanges, and summer seminars. Social studies standards, while mostly focused upon the United States, do include some global/international education content. The Department also promotes the use of technology by the state’s teachers and has a number of links to web sites with global/international education content.

+-Hawaii

Hawaii State Department of Education - Standard response. In addition, the Department sponsors teacher and student exchanges with schools in Okinawa. It also sponsors a Hawaiian language immersion program.

+-Idaho

Idaho State Department of Education - Standard response. In addition, the Idaho Department of Education has undertaken a major international education initiative which includes:
1. Identification of the content knowledge and skills that connect to global study within social studies courses, grades 6-12.
2. Creation of sample lessons aligned to the course instructional blocks based on four area studies – European Union, Germany, Latin America – Mexico, China, Basque Country.
3. Provision of a resource guide and state web site with suggested materials, lessons, and exchange program information.
4. Development of strategies for the support and utilization of foreign exchange students in Idaho classrooms, creation of a model school district policy for exchange teachers and students, and design of a support system for Idaho high school students when studying abroad.
5. Publishing of an International Education Resource Guide for statewide distribution.
6. Promotion of professional development opportunities for educator travel.

+-Illinois

Illinois State Board of Education - Standard response. In addition, the Illinois State Board of Education (ISBE) has supported and/or undertaken a number of initiatives that include:
1. Sponsoring of a number of international education exchanges, including ones with the United Kingdom, Germany, Spain, Japan, Bulgaria, Oman, and Kazakhstan.
2. Promotion of foreign language and international studies through Global Fest, a two day conference focused on introducing students to a variety of languages and cultural practices throughout the world. Contact: afuhrig@isbe.net
3. Support of the statewide International High School Initiative and the Chicago International Language and Career Academies which are designed for the development and implementation of secondary programming in the international dimension. Selected High Schools are given grants to increase international education in their schools. One such program is the International Career Academy that focuses upon international issues facing businesses. Contact: inikolov@uiuc.edu
4. Implementation of the International CPS Scholars Program that places an emphasis on an interdisciplinary curriculum focused on internationalism and higher-level skills. The program prepares students for accelerated high school programs such as International Baccalaureate, the CPS Scholars Program, Honors/Advanced Placement Programs, or World Language Programs.
5. Testing of an initiative dedicated to linking best practices in reading instruction to classroom social studies content related to world studies. Contact: asustik@isbe.net 6. ISBE works with the Illinois Department of Intergovernmental Relations and the Heartland Institute to meet with officials from other countries who visit Illinois and who are interested in schools. www.isbe.net/

+-Indiana

Indiana Department of Education - Standard response. In addition, Indiana’s vision for international education includes the study of the world–its history, geography and accompanying human diversity, its peoples and their languages and cultures; its economic, political, ecological, technical and social systems and persistent problems of these systems. It takes into account the natural and social sciences, the humanities and world issues, which cut across traditional disciplines. In addition to the implementation of these policies into standards-based curricula and assessment, the Indiana Department of Education (IDOE) supports a number of specific global/international education programs, including:
1. A Chinese/Japanese Language Initiative, including travel experiences for teachers to expand the teaching of both language in schools in Indiana.
2. The CIVITAS International Exchange Program that involves U.S. and Eastern European educators in the study of democratic government and civic education. Latvia is Indiana’s exchange partner in the program.
3. IDOE International Internships that bring mid-level education administrators from Japan and Kyrgyzstan to study various aspects of Indiana education.
4. Exchange agreements with Spain which brings Spanish teachers to Indiana to teach Spanish, two provinces in China that provide opportunities for student and teacher exchanges and opportunities for language acquisition, and a summer institute that provides for travel to Japan and Korea.
5. Curriculum development and workshops in Holocaust Education, Indiana and the World, and Trading around the World. Contact: khoyt@doe.state.in.us

+-Iowa

Iowa Department of Education - Standard response. In addition, the DOE has entered a Visiting Teacher Agreement with the Ministry of Education, Culture, and Sports of Spain that allows school districts in Iowa to fill vacant Spanish language teaching positions.

+-Kansas

Kansas State Department of Education - Standard response. In addition, it is noted that Global/international education has a strong emphasis in the Kansas Standards for History and Government; Economics and Geography. The Kansas State Department of Education (KSDE), in partnership with the Kansas Committee for International Education (KCIES) implemented a school-wide survey in 2003 concerning internationalizing the curriculum. In 2004, an announcement of KCIES and the webpage, Kansas in the World (PDF Link),was made to Kansas schools through a mass mailing. The KSDE participates in the States Institute on International Education in the Schools. The purpose of this participation is to better understand policy that makes an impact upon global/international education.  KCIES is housed at the Center for East Asian Studies at the University of Kansas. The University has four Title VI National Resource Centers and the KSDE works closely with them and their outreach programs. Additionally, KSDE participates in a federal grant that funds the “Visiting Teacher from Spain” program.

+-Kentucky

Kentucky Department of Education - Standard response, In addition, it should be noted that in 2003, the Kentucky Department of Education convened stakeholders from education, business, government and private agencies for the first statewide International Education Summit. In 2004, the Department released a report, Kentucky International Education Summit Report, that identified existing international resources for students and teachers and set forth a course for internationalizing the state’s education system. In addition to producing curriculum standards that reflect some global/international education content, the Department is involved in a number of special initiatives:
1. Memoranda of Understanding with ministries of education in Spain, France, Barbados, and Mexico that include the recruitment of language and ESL teachers, teacher exchanges, summer workshops, exchange of teaching materials.
2. Kentucky Teacher Professional Growth Fund that provides grants of up to $2,500 per year for middle school teachers that support international travel and study.
3.  Intel International Science Fair.
4. Partnership between the Kentucky Writing Program and the Bread Loaf School of English to initiate international teacher exchanges of student work and projects.
5. In collaboration with a consortium of colleges and universities in the state, the Kentucky Institute for International Studies which carries out a number of international programs including ones focused upon language and culture.

+-Louisiana

Louisiana Department of Education - Standard response. In addition, the Department has recruited Foreign Associate Teachers of French from Belgium, Canada, and France and Spanish from Mexico and Spain to teach their native language to Louisiana K-8 students.  To support this program, the Department has Memoranda of Understanding with the governments of Belgium and France. Since 1984, foreign language instruction has been mandated for “academically able” (reading and generally achieving at grade level) students in grades four through eight.

+-Maine

+-Maryland

+-Massachusetts

Massachusetts Department of Elementary & Secondary Education -  Standard response. In addition, the Massachusetts has appointed a Global Education Advisory Council to further its integration in the curriculum of the State.

+-Michigan

Michigan Department of Education - Standard response. In addition, in 2002 the Michigan Commission on Asia in the Schools was created. In 2004, it released the Report and Recommendations of the Michigan Commission on Asia in the Schools which called for increased focus on Asian studies to better prepare Michigan students. In 2004, the Michigan State Board of  Education issued a position statement supporting international education. The Michigan Department of Education sponsors teacher exchange programs through agreements with ministries of education in Australia, Denmark, England and Scotland, Germany, Japan and Sweden.

+-Minnesota

+-Mississippi

Mississippi Department of Education - Standard response. In addition, the Mississippi Department of Education, in collaboration with the Croft Institute for International Studies at the University of Mississippi and the Mississippi Foreign Language Association, have developed a series of workshops that provide all K-12 foreign language teachers with on-going professional development in the best practices in foreign language education. State social studies standards have been enhanced by the addition of teaching strategies. The Mississippi State Department of Education participates in the International Civic Education Exchange Program in which it is partnered with Texas, Florida, and Hungary. The Department also collaborates with the Croft Institute on a number of other international education initiatives.

+-Missouri

Missouri Department of Elementary & Secondary Education - Standard response. In addition, The Missouri Department of Elementary and Secondary Education sponsors teacher exchange programs between Missouri and Germany, Mexico, and Spain.

+-Montana

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